PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP KEMANDIRIAN BELAJAR DAN PRESTASI BELAJAR BIOLOGI - I Nyoman Suarsana; Naswan Suharsono; I Wayan Sukra Warpala (Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 2019)
AbstrakTujuan penelitian ini adalah 1. Mendeskripsikan perbedaan kemandirian belajar dan prestasi belajar biologi siswa secara bersama-sama antara siswa yang belajar dengan model pembelajaran inkuiri terbimbing dan model pembelajaran langsung setelah perlakuan dikontrol dengan kovariabel kemandirian belajar dan prestasi belajar. 2. mendeskripsikan perbedaan kemandirian belajar antara kelompok siswa yang belajar dengan model pembelajaran inkuiri terbimbing dan model pembelajaran langsung setelah perlakuan dikontrol dengan kovariabel kemandirian belajar.3. Mendeskripsikan perbedaan prestasi belajar biologi antara siswa yang belajar dengan model pembelajaran inkuiri terbimbing dan model pembelajaran langsung setelah perlakuan dikontrol dengan kovariabel prestasi belajarmendeskripsikan pengaruh model pembelajaran inkuiri terbimbing terhadap kemandirian belajar dan prestasi belajar siswa kelas XI IPA SMA Negeri 1 Kubu. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan pre-test-post-test nonequivalent control group design. Populasi penelitian adalah siswa kelas XI IPA SMA Negeri 1 Kubu tahun Pelajaran 2016/2017 sebanyak 3 kelas dengan jumlah siswa 74 orang. Sampel sebanyak dua kelas diambil menggunakan teknik group simple random sampling. Sampel yang terpilih adalah Kelas XI IPA2 sebagai kelompok eksperimen dan Kelas IXI IPA1 sebagai kelompok kontrol. Data kemandirian belajar dikumpulkan dengan angket, dan data prestasi belajar biologi dikumpulkan dengan tes. Data kemandirian belajar awal dan prestasi belajar awal dikumpulkan sebelum eksperimen, dan data kemandirian belajar dan prestasi belajar dikumpulkan pada akhir perlakuan. Data dianalisis dengan statistik deskriptif dan Uji MANCOVA pada taraf 5%. Hasil penelitian menunjukkan: 1) setelah perlakuan dikontrol dengan kovariabel kemandirian belajar dan prestasi belajar biologi terdapat perbedaan kemandirian belajar dan prestasi belajar biologi siswa yang belajar dengan model pembelajaran inkuiri terbimbing dan siswa yang belajar dengan model pembelajaran langsung, 2) setelah perlakuan dikontrol dengan kovariabel kemandirian belajar terdapat perbedaan kemandirian belajar siswa yang belajar dengan model pembelajaran inkuiri terbimbing dengan siswa yang belajar dan model pembelajaran langsung, 3) setelah perlakuan dikontrol dengan kovariabel prestasi belajar biologi terdapat perbedaan prestasi belajar biologi siswa yang belajar dengan model pembelajaran inkuiri terbimbing dan siswa yang belajar dengan model pembelajaran langsungKata kunci: model pembelajaran, inkuiri terbimbing, kemandirian belajar, prestasi belajar biologi AbstractThis research aimed at 1. Describing the difference of learning independence and students achievement in biology between students learning with guided inquiry learning model and direct learning model after controlled, treatment with learning independence and learning achiesement covariable, 2. Describing the difference of learning independence between students who learn with guided inquiry learning model and direct learning model after controlled treatment with learning independence covariable, 3. Describing the difference of learning achievement in biology between students who lear with guided inquiry learning model and direct learning model who after treatment controlled by learning achievement covariable. This is a quasi-experimental research with nonequivalent pre-test-post-test only control group design. The populations were the eleven grade science students of SMAN 1 Kubu in the academic year 2016/2017. There were 3 classes with 74 students. This research used simple random sampling. The designated samples were class XI IPA2 as experimental group and class XI IPA1 as control group. The data of learning independence were collected through questionnaires and data of students’ achievement on biology through test. The data of early learning independence and students’ achievement on biology were collected before experiment, and the learning independence ability data were gained at the end of treatment. Data were analyzed through descriptive statistics and MANCOVA test at 5 % level. The results of the research showed that (1) after treatment was controlled by prior learning independence and students’ achievement on biology of students as a covariable the learning independence and students’ achievement on biology of the students learning with guided inquiry Learning Model were better than the students learning with direct learning model. (2) after treatment was controlled by prior learning independence of students as a covariable the learning independence of the students learning with guided inquiry Learning Model were better than the students learning with direct learning model.(3) after treatment was controlled by prior students’ achievement on biology of students as a covariable the students’ achievement on biology of the students learning with guided inquiry Learning Model were better than the students learning with direct learning model.Keywords: Guided inquiry, independent learning, students’ achievement on biology