THE ENHANCEMENT OF CLASSIFYING SKILL AND MASTERY OF CONCEPTS IN COLLOIDAL CONCEPT BY PROBLEM SOLVING MODEL - Yuri Andriani; Noor Fadiawati; Chansyanah Diawati (Jurnal Pendidikan dan Pembelajaran Kimia, 2012)
The purpose of this research to describe the effectiveness of the learning model in improving problem solving skills and mastery of concepts to classify colloidal material. Learning model of problem solving is one of constructivism based learning model consists of five phases. The research was done in class XI High School IPA4 YP Unila Bandar Lampung. This study used a pre-experimental method with One Group Pretest Posttest Design. The effectiveness of the learning model of problem solving is measured by the difference in the mean score of the pretest and posttest as indicated by the value of n-Gain skill grouping and mastery of concepts, 0.41 and 0.29. Based on the study hypothesis testing, the results obtained after using a model of learning problem solving skills and his mastery of concepts classify higher than before the learning model of problem solving. This suggests a model of learning by effectively increasing the skills of problem solving and concept mastery group class XI science in colloidal material. Penelitian ini bertujuan untuk mendeskripsikan efektivitas model pembelajaran problem solving dalam meningkatkan keterampilan mengelompokkan dan penguasaan konsep pada materi koloid. Model problem solving merupakan salah satu model pembelajaran berbasis konstruktivisme yang terdiri dari lima tahap pembelajaran. Penelitian telah dilaksanakan di kelas XI IPA SMA YP Unila Bandar Lampung. Penelitian ini menggunakan metode preksperimen dengan desain One Group Pretest-Posttest. Efektivitas model pembelajaran problem solving diukur berdasarkan perbedaan rerata skor pretes dan postes yang ditunjukkan rerata nilai n-Gain keterampilan mengelompokkan dan penguasaan konsep sebesar 0,41 dan 0,29. Berdasarkan pengujian hipotesis, hasil penelitian menunjukkan pembelajaran yang menggunakan model problem solving memiliki rerata nilai yang lebih tinggi dibandingkan dengan pembelajaran secara konvensional. Sehingga dapat disimpulkan bahwa model pembelajaran problem solving efektif untuk meningkatkan keterampilan mengelompokkan dan penguasaan konsep siswa kelas XI IPA pada materi koloid. Kata kunci: model pembelajaran problem solving, keterampilan mengelompok-kan, penguasaan konsep.