Pengaruh Pembelajaran Inkuiri Terbimbing Integrasi Peer Instruction Terhadap Penguasaan Konsep Dan Kemampuan Berpikir Kritis Siswa - Kurniawati, I.D.; -, Wartono; Diantoro, M. (Department of Physics, Faculty of Mathematics and Natural Sciences, 2014)
Penelitian ini bertujuan untuk mengetahui perbedaan penguasaan konsep dan kemampuan berpikir kritis siswa yang menggunakan pembelajaran inkuiri terbimbing integrasi peer instruction, pembelajaran inkuiri terbimbing, dan pembelajaran konvensional. Selain itu, juga untuk mengetahui pengaruh pembelajaran inkuiri terbimbing integrasi peer instruction, pembelajaran inkuiri terbimbing dan pembelajaran konvensional berturut-turut terhadap penguasaan konsep dan kemampuan berpikir kritis fisika. Rancangan penelitian menggunakan kuasi eksperimen dengan posttest only design. Data dianalisis dengan analisis multivariat (manova) satu jalur dan uji lanjut LSD. Hasil penelitian menunjukkan bahwa terdapat perbedaan penguasaan konsep dan kemampuan berpikir kritis siswa yang menggunakan pembelajaran inkuiri terbimbing integrasi peer instruction, pembelajaran inkuiri terbimbing dan pembelajaran konvensional, penguasaan konsep siswa yang belajar dengan pembelajaran inkuiri terbimbing integrasi peer instruction lebih tinggi daripada pembelajaran inkuiri terbimbing dan pembelajaran konvensional, dan kemampuan berpikir kritis siswa yang belajar dengan pembelajaran inkuiri terbimbing integrasi peer instruction lebih tinggi daripada pembelajaran inkuiri terbimbing dan pembelajaran konvensional.Â The research aimed to determine the differences of concepts acquisition and critical thinking skills among students having peer instruction integrated guided inquiry learning, guided inquiry and conventional learning. Beside that, the research also aimed to determine the influence of peer instruction integrated guided inquiry learning, guided inquiry and conventional learning respectively to the concepts acquisition and critical thinking skills. The research used a quasi-experimental with posttest only design. The data were analysed by using multivariate analysis (manova) which was followed by LSD test. The results showed that, there were differences of concepts acquisition and critical thinking skills among students who used peer instruction integrated guided inquiry learning, guided inquiry learning and conventional learning. The concepts acquisition of students having peer instruction integrated guided inquiry learning was higher than that of guided inquiry learning and conventional learning, while critical thinking skills of students with peer instruction integrated guided inquiry learning is higher than that with guided inquiry learning and conventional learning.