PENGARUH MODEL PEMBELAJARAN SAINS TEKNOLOGI MASYARAKAT TERHADAP PEMAHAMAN KONSEP BIOLOGI DAN KETERAMPILAN BERPIKIR KREATIF SISWA SMA - IGBN. SMARABAWA; IB. ARNYANA; IGAN. SETIAWAN (Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 2013)
Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran STM terhadap pemahaman konsep biologi dan keterampilan berpikir kreatif. Jenis penelitian adalah quasi experimental dengan rancangan the post test-only control group design. Populasi penelitian ini menggunakan kelas XI IPA SMA Negeri 1 Negara tahun ajaran 2012/2013 dengan jumlah populasi 160 siswa. Sampel yang digunakan berjumlah 64 orang. Uji hipotesis dengan menggunakan teknik MANOVA dan ANOVA satu jalur dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan 1) terdapat perbedaan pemahaman konsep biologi dan keterampilan berpikir kreatif antara siswa yang belajar dengan MPSTM dan dengan MPL (Fhitung=36,53), 2) terdapat perbedaan pemahaman konsep biologi antara siswa yang belajar dengan MPSTM dan dengan MPL, (Fhitung=55,66) dan pemahaman konsep biologi kelompok belajar MPSTM lebih baik dari pada MPL, 3) terdapat perbedaan keterampilan berpikir kreatif antara siswa yang belajar dengan MPSTM dan dengan MPL, (Fhitung=16,57) dan keterampilan berpikir kreatif kelompok belajar MPSTM lebih baik dari pada MPL. Kata kunci: Model Pembelajaran STM Abstract The objectives of this study were the effect of MPSTM upon biology comprehension concept and students’ creative thinking.This study belongs to quasi experimental and used “The Posttest Only, Control Group Design” as the research design. The population of the study was the eleventh grade students of SMAN 1 Negara in the academic year of 2012/2013 which consisted of 160 students. The sample of this study consisted of 64 students. The hypothesis was tested by using MANOVA and one-way ANOVA by the significant was 0.05.The result of the study showed as follows:(1) there was a significant difference in biology comprehension concept and students’ creative thinking between the students who were treated differently by using MPSTM and MPL (F=36.53), (2) there was a significant difference in biology comprehension concept between the students who were treated differently by using MPSTM and MPL (F=55.66) and the Biology comprehension concept of student who were treated by using MPSTM was better than MPL, (3) there was a significant difference creative thinking skill between the students who were treated differently by using MPSTM and MPL (F=16.57) and the creative thinking skill of student who were treated by using MPSTM was better than MPL Keywords: Learning Model STM