PENGARUH MODEL PEMBELAJARAN INKUIRI LABORATORIUM TERHADAP KETERAMPILAN BERPIKIR KREATIF DAN KETERAMPILAN PROSES SAINS SISWA DITINJAU DARI KEMANDIRIAN BELAJAR SISWA - Sanjaya, I Putu Hendra (Jurnal Pendidikan IPA, 2012)
ABSTRAK   Tujuan penelitian ini adalah (1) menganalisis perbedaan keterampilan berpikir kreatif dan keterampilan proses sains antara kelompok siswa yang belajar dengan MPIL dan MPK, (2) menganalisis pengaruh interaksi antara model pembelajaran dan kemandirian belajar terhadap keterampilan berpikir kreatif dan keterampilan proses sains, (3) menganalisis perbedaan keterampilan berpikir kreatif dan keterampilan proses sains  kelompok siswa yang belajar dengan MPIL dan MPK pada siswa yang memiliki kemandirian belajar tinggi, (4) menganalisis perbedaan keterampilan berpikir kreatif dan keterampilan proses sains antara kelompok siswa yang belajar dengan MPIL dan MPK pada siswa yang memiliki kemandirian belajar rendah, (5) menganalisis perbedaan keterampilan berpikir kreatif antara kelompok siswa yang belajar dengan MPIL dan MPK, (6) menganalisis perbedaan keterampilan proses sains antara kelompok siswa yang belajar dengan MPIL dan MPK. Penelitian ini merupakan kuasi eksperimen dengan rancangan factorial 2x2 posttest only control group design.Subjek penelitian ini adalah semua siswa kelas VIII SMP Negeri 5 Mendoyo tahun pelajaran 2011/2012.Pengambilan kelas penelitian berdasarkan teknik random sampling.Data yang diperoleh dianalisis dengan statistik deskriptif dan MANOVA dua jalur. Berdasarkan hasil analisis, ditemukan hasil sebagai berikut. Pertama, ada perbedaan yang signifikan model pembelajaran terhadap variabel-variabel KBK dan KPS secara bersama-sama (F=580,20; p<0,05).Artinya,KBK dan KPS secara bersama-sama menunjukkan perbedaan signifikan antar model pembelajaran.Kedua, terdapat interaksi antara model pembelajaran dan kemandirian belajar secara bersama sama terhadap KBK dan KPS (F=21,72;p<0,05). Ketiga, terdapat perbedaan signifikan variabel model pembelajaran terhadap KBK dan KPS untuk siswa yang memiliki kemandirian belajar tinggi (F=342,36; p<0,05). Keempat, terdapat perbedaan signifikan variable model pembelajaran terhadap KBK dan KPS untuk siswa yang memiliki kemandirian belajar rendah (F=228,82; p>0,05).Kelima, terdapat perbedaan signifikan variable model pembelajaran terhadap KBK (F=801,01; p<0,05). Keenam, terdapat perbedaan signifikan variable model pembelajaran terhadap KPS (F=335,98; p<0,05).   Kata kunci:inkuiri laboratorium, kemandirian belajar, keterampilan berpikir kreatif, dan keterampilan proses sains.  ABSTRACT The aims of this study was to (1) analyze the differences in creative thinking skills and science process skills between students who studied through inquiry laboratory learning model and conventional learning model, (2) analyze the interaction effect between the influence learning and self-direction in learning of creative thinking skills and process skills, (3) analyze the differences in creative thinking skills and science process skills between students who studied through inquiry laboratory learning model and conventional learning model on students who have high self-direction in learning, (4) analyze the differences in creative thinking skills and science process skills between students who studied through inquiry laboratory learning model and conventional learning model on students who have low self-direction in learning, (5) analyze the differences in creative thinking skills between students who studied through inquiry laboratory learning model and conventional learning model, (6) analyze the differences in science process skills between students who studied through inquiry laboratory learning model and conventional learning model. This study was an experimental study using the 2x2 factorial posttest-only control group designs. The subjects were all of the seventh grade students in SMP Negeri 5 Mendoyo academic year 2011/2012. The selection of the class for this study was based on random sampling technique. The data were analyzed by descriptive statistics and two ways MANOVA. The result showed that (1) there is significant influence learning model of creative thinking skills variables and science process skills together (F=580,20; p<0,05). That is, creative thinking skills and science process skills together showed significant differences between the learning models. (2) There is interaction between self-direction in learning and learning model collectively equal to creative thinking skills and science process skills (F= 21,72; p>0,05). (3) There are significant differences variable learning model of creative thinking skills and science process skills for students who have high self-direction in learning (F=342,36; p<0,05). (4) There are significant differences variable learning model of creative thinking skills and science process skills for students who have low self-direction in learning (F= 228,82; p>0,05). (5) There are significant differences of creative thinking skills between students who studied through inquiry laboratory learning model and conventional learning model (F=801,01; p>0,05). (6) There are significant differences of science process skills between students who studied through inquiry laboratory learning model and conventional learning model (F=335,98; p>0,05). Key words: inquirylaboratory learning, self-direction in learning, creative thinking skills and science process skills.