LEVEL OF INQUIRY PEMBELAJARAN FISIKA: PENGARUHNYA TERHADAP KEMAMPUAN KOGNITIF DITINJAU DARI SIKAP ILMIAH SISWA - Sarwanto Sarwanto (Magister Pendidikan Sains Universitas Sebelas Maret, 2020)
Penelitian ini bertujuan menganalisis: (1) pengaruh level of inquiry (LoI) terhadap kemampuan kognitif; (2) pengaruh sikap ilmiah terhadap kemampuan kognitif, (3) dampak pembelajaran LoI terhadap sikap ilmiah siswa. Pembelajaran LoI dari dibatasi pada inquiry lesson dan guided inquiry lesson. Penelitian ini menggunakan metode kuasi eksperimen. Populasi penelitian ini adalah siswa kelas X salah satu SMA Negeri di Kabupaten Sukoharjo. Sampel dipilih dengan teknik cluster random sampling. Teknik pengumpulan data menggunakan observasi, tes, dan dokumen; analisis data menggunakan uji anova. Hasil penelitian disimpulkan: (1) kemampuan kognitif antara siswa yang diberi pembelajaran guided inquiry lab lebih baik daripada inquiry lesson (Fobs=4,12 > Fα=3,97), (2) kemampuan kognitif siswa yang memiliki sikap ilmiah tinggi lebih tinggi sikap ilmiah rendah (Fobs=5,03 > Fα=3,97), (3) tidak ada interaksi pengaruh antara penggunaan pembelajaran inquiry lesson dan guided inquiry lab dengan kategori sikap ilmiah tinggi dan rendah terhadap kemampuan kognitif siswa (Fobs=0.33 > Fα=3,97).This study aims to analyze: (1) the effect of level of inquiry (LoI) on cognitive abilities; (2) the influence of scientific attitudes on cognitive abilities, (3) the impact of LoI learning on students' scientific attitudes. LoI learning is limited to inquiry lessons and guided inquiry lessons. This study uses a quasi-experimental method. The population of this study were students of class X one of the public high schools in Sukoharjo Regency. The sample was selected by cluster random sampling technique. Data collection techniques using observations, tests, and documents; data analysis using ANOVA test. The results of the study concluded: (1) the cognitive abilities of students who were given guided inquiry lab learning were better than the inquiry lesson (Fobs=4.12 > Fα=3.97), (2) the cognitive abilities of students who had high scientific attitudes had higher attitudes. low scientific knowledge (Fobs=5.03 > Fα=3.97), (3) there is no interaction effect between the use of inquiry lesson and guided inquiry lab learning with high and low scientific attitude categories on students' cognitive abilities (Fobs=0.33 > Fα= 3.97).