PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING YANG DIPADUKAN MODEL NESTED DAN CONNECTED UNTUK MEMBANGUN DAN MEMPERKUAT KONSEPSI LAJU REAKSI (IMPLEMENTATION OF GUIDED INQUIRY LEARNING MODEL INTEGRATED WITH NESTED AND CONNECTED MODELS TO CONSTRUCT AND STRENGTHEN THE CONCEPTION OF REACTION RATE) (UNESA Journal of Chemical Education, 2017)
Tujuan penelitian secara umum yakni menerapkan sebuah model pembelajaran inkuiri terbimbing yang dipadukan model nested dan connected untuk membangun dan memperkuat konsepsi laju reaksi. Jenis penelitian ini adalah penelitian kuantitatif dengan “One Group Pretest-Posttest Design". Subyek penelitian adalah 36 siswa kelas XI MIA 3 SMAN 22 Surabaya. Uji t digunakan untuk mengetahui pengaruh pembelajaran terhadap profil konsepsi dan ketahanan konsepsi siswa. Pengaruh yang dimaksud diidentifikasi dengan pergeseran profil konsepsi sebagai indikator keberhasilan proses membangun konsepsi yang diketahui melalui hasil pretest dan posttest, sedangkan indikator keberhasilan penguatan konsepsi dilihat dari perubahan status tahu konsep siswa pada kondisi posttest menuju tes ketahanan. Hasil penelitian menunjukkan bahwa: 1) Kualitas keterlaksanaan model pembelajaran inkuiri terbimbing yang dipadukan model nested dan connected dinyatakan terlaksana dengan baik dan sangat baik; 2) Hasil uji t menunjukkan bahwa pemahaman konsep siswa sebelum dan sesudah pembelajaran berubah (meningkatkan status tahu konsep dan menurunkan status tidak tau konsep dan miskonsepsi) secara signifikan menuju tahu konsep (75,49%); 3) Hasil uji t menunjukkan bahwa profil konsepsi berubah (menurun) secara signifikan. Penelitian membuktikan bahwa pembelajaran inkuiri terbimbing yang dipadukan model nested dan connected efektif dalam membangun, namun tidak cukup efektif memperkuat konsepsi laju reaksi siswa SMA. Kata Kunci: Inkuiri Terbimbing, Nested, Connected, Profil Konsepsi, Ketahanan Konsepsi The aims of research in general were implemented a guided inquiry learning model integrated with nested and connected models to construct and strengthen the reaction rate concepts. The type of this research was a quantitative with "One Group Pretest-Posttest Design." The subjects were 36 students of XI MIA 3 SMAN 22 Surabaya. The t-test was used to determine the effect of learning on the students’s conception profile and the student’s conception resistance. The influence was with a shift in the conception profile as an indicator of the success for constructing knowledge of correct concept trough pretest, posttest and other indicators of concrete strengthening of conceptions seen from the change of correct concept status in posttest condition toward retention test. The results showed that: 1) The quality of the implementation of guided inquiry learning model integrated with nested and connected models was well executed and very good; 2) Results of t test shows that the conceptions profile of student before and after learning change significantly (increase knowledge of correct concept and decrease lack of knowledge and misconception) towards knowledge of correct concept (75.49%); 3) Results t test shows that the conception profile to change (decrease) significantly. This research shows that the guided inquiry learning model integrated with nested and connected models successful to construct, but not enough to strengthen the reaction rate conception of high school students. Keywords: Guided Inquiry, Nested, Connected, Conception Profile, Retention.