PENGARUH MODEL PEMBELAJARAN GENERATIF TERHADAP PEMAHAMAN KONSEP FISIKA SISWA SMA DITINJAU DARI KEMAMPUAN PENALARAN FORMAL - Sri RahayuNingsih, Ni Putu (Jurnal Pendidikan IPA, 2012)
ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran generatif terhadap pemahaman konsep fisika siswa SMA ditinjau dari kemampuan penalaran formal. Populasi penelitian ini adalah siswa kelas X SMA Negeri 1 Bangli sebanyak 192 orang. Pengambilan sampel dengan teknik random sampling dengan jenis penelitian eksperimen semu dan rancangan penelitian pretest-posttest nonequivalent control group design. Data yang diperoleh dianalisis dengan ANAVA dua jalur, kemudian dilanjutkan dengan uji Tukey. Hasil penelitian menunjukkan: (1) pemahaman konsep fisika siswa yang mengikuti model pembelajaran generatif lebih tinggi daripada siswa yang mengikuti pembelajaran langsung. (2) terdapat pengaruh interaksi yang signifikan antara model pembelajaran dan kemampuan penalaran formal terhadap pemahaman konsep fisika siswa. (3) untuk siswa yang memiliki kemampuan penalaran formal tinggi, pemahaman konsep fisika siswa yang mengikuti model pembelajaran generatif lebih tinggi daripada pemahaman konsep fisika siswa yang mengikuti model pembelajaran langsung. (4) untuk siswa yang memiliki kemampuan penalaran formal rendah, pemahaman konsep fisika siswa yang mengikuti model pembelajaran langsung lebih tinggi daripada pemahaman konsep fisika siswa yang mengikuti model pembelajaran generatif. Kata-kata Kunci: model pembelajaran generatif, pemahaman konsep dan kemampuan penalaran formal. The Influence of Generative Learning Model Upon Â  Physics Concept Understanding of Senior High School Students Based on Formal Reasoning Ability Abstrack The aim of this research is to find out the influence of generative learning model upon physics concept understanding of Senior High School Students Based on Formal Reasoning Ability. The population of this research is students of grade X of SMA Negeri 1 Bangli numbering of 192 students. The sample taken is done through ârandom sampling techniqueâ with kind of research is Quasi Experiment, using research design of the pretest-posttest nonequivalent control group design. Data obtained were analyzed by two wayÂ  ANAVA, and then continued to Tukey examination. Experiment results showed: (1) understanding of concept of student physicists who learned through generative learning model was higher than that of those who learned direct instruction teaching (2) there is a significant interaction effect between models of learning and formal reasoning ability of studentâs understanding of physics concepts. (3) for students who have higher formal reasoning ability, the physics concepts understanding of students who follow generative learning model is higher than the physics concepts understanding of students who follow the direct learning model. (4) for students who have lower formal reasoning ability, the physics concepts understanding of students who follow the direct learning model is higher than the physics concepts understanding of students who follow the generative learning model. Key words : Generative Learning Model, Concept Understanding, Formal Reasoning Ability.