PENGARUH MODEL PEMBELAJARAN KONTEKSTUAL REACT TERHADAP PEMAHAMAN KONSEP FISIKA DAN KETERAMPILAN PROSES SAINS SISWA KELAS VIII SMP - Kompyang Selamet (Prosiding Seminar Nasional MIPA, 2015)
Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran kontekstual relating, experiencing, applying, cooperating, transferring (REACT) terhadap pemahaman konsep fisika dan keterampilan proses sains. Jenis penelitian ini adalah kuasi eksperimen dengan rancangan pretest and posttest control group design. Subjek penelitian ini adalah siswa kelas VIII SMP PGRI 9 Denpasar tahun pelajaran 2012/2013. Pengambilan sampel penelitian dilakukan dengan teknik group random sampling. Data yang diperoleh dianalisis dengan statistik deskriptif dan MANOVA satu jalur. Hasil penelitian menunjukkan bahwa terdapat perbedaan pemahaman konsep fisika dan keterampilan proses sains antara kelompok siswa yang belajar dengan model pembelajaran kontekstual REACT dan kelompok siswa yang belajar dengan model pembelajaran konvensional (F=25,715; p<0,05). Jadi dapat disimpulkan bahwa model pembelajaran kontekstual REACT berpengaruh terhadap pemahaman konsep fisika dan keterampilan proses sains. Implikasinya dalam pembelajaran adalah supaya siswa dapat mengembangkan pemahaman konsep fisika dan keterampilan proses sains dengan maksimal, diperlukan sebuah pembelajaran yang menekankan kebermaknaan dan pengalaman hidup, salah satunya melalui model pembelajaran kontekstual REACT.Kata kunci: Pembelajaran kontekstual REACT, pemahaman konsep fisika, keterampilan proses sainsAbstractThis study aimed to analyze the effect of contextual teaching and learning relating, experiencing, applying, cooperating, and transferring (REACT) model on the understanding of physics concepts and science process skills. The study was quasi-experimental with pretest and posttest control group design. The subjects were eighth grade students of SMP PGRI 9 Denpasar academic year 2012/2013. Sampling of the research was conducted by group random sampling technique. Data were analyzed with descriptive statistics and MANOVA one lane. The results showed that there are differences in understanding of physics concepts and science process skills among groups of students who study with contextual teaching and learning REACT model and groups of students who are learning with conventional learning model (F = 25,715; p<0,05). So the conclusion is the contextual teaching and learning REACT model affect the understanding of physics concepts and science process skills. The implication in learning is that students can develop their understanding of physics concepts and science process skills to the maximum, required a learning study that emphasizes the meaningfulness of learning and life experiences, one of them through contextual teaching and learning REACT model.Keywords: Contextual teaching and learning REACT, understanding of physics concept, science process skills