PENGARUH PENDEKATAN ILMIAH DALAM PEMBELAJARAN FISIKA TERHADAP KETERAMPILAN PROSES SAINS PESERTA DIDIK KELAS X SMAN 1 MARIORIWAWO KABUPATEN SOPPENG - Tiara Purnama; Abdul Haris; Muhammad Arsyad (Jurnal Sains dan Pendidikan Fisika, 2015)
This research is a quasi-experimental with static group comparison design with the aims are to determine; 1) the magnitude of science process skills of students who are taught by a scientific approach; 2) the amount of  science process skills of students who are taught without scientific approach; 3) significant difference to the science process skills of students who are taught by a scientific approach with which taught without using a scientific approach; The variables studied were scientific approach as independent variables, science process skills as dependent variables. The population in this study was all students of class X of SMAN 1 Liliriaja Academic Year 2014/2015. Based on the results of the descriptive analysis showed that the Science Process Skills Learners are taught with scientific approaches is higher than the learners who are taught without using a scientific approach. Inferential analysis shows that there are significant differences on Science Process Skills Learners were taught through a scientific approach with learners who are taught without scientific approach.Telah dilakukan penelitian eksperimen semu yang bertujuan untuk memperoleh gambaran 1) besarnya keterampilan proses sains peserta didik yang diajar dengan pendekatan ilmiah; 2) besarnya keterampilan proses sains peserta didik yang diajar tanpa pendekatan ilmiah;  3) perbedaan yang signifikan terhadap keterampilan proses sains peserta didik diajar dengan pendekatan ilmiah dengan yang  diajar  tanpa  mengunakan  pendekatan  ilmiah.  Populasi  dalam  penelitian  ini  adalah  seluruh peserta  didik  kelas  X  SMAN  1  Liliriaja  Tahun  Ajaran  2014/2015.  Berdasarkan  hasil  analisis deskriptif didapatkan bahwa keterampilan proses sains peserta didik yang diajar dengan pendekatan ilmiah lebih tinggi daripada peserta didik yang diajar tanpa menggunakan pendekatan ilmiah. Analisis inferensial menunjukkan bahwa terdapat perbedaan signifikan terhadap keterampilan proses sains peserta didik diajar melalui pendekatan ilmiah dengan peserta didik yang diajar tanpa pendekatan ilmiah.Kata Kunci:  keterampilan proses sains, pendekatan ilmiah