<![CDATA[Penelitian ini dilakukan untuk menganalisis perbedaan peningkatan keterampilan proses sains siswa yang mendapatkan pembelajaran fisika dengan model pembelajaran Learning Cycle 7E dan model pembelajaran berbasis metode saintifik yang ditekankan dalam kurikulum 2013. Penelitian ini dilakukan dengan metode eksperimen semu (Quasi Eksperimental Design) dengan desain the matching-only pretest-posttest control grup design. Populasinya adalah seluruh siswa kelas X MIPA pada salah satu SMA di Kota Tangerang. Sampel sebanyak dua kelas yang dipilih secara purposive sampling. Instrumen yang digunakan pada penelitian ini yaitu instrumen tes berupa soal uraian, lembar observasi dan angket respon siswa. Hasil penelitian menunjukkan bahwa terjadi peningkatan keterampilan proses sains pada kedua kelas. Besarnya peningkatan yang terjadi pada kelas yang diajar menggunakan model pembelajaran learning cycle 7E lebih tinggi dibanding kelas yang diajar menggunakan metode saintifik. Berdasarkan uji hipotesis dengan menggunakan uji-t (separate model t-test), didapatkan kesimpulan bahwa terdapat perbedaan peningkatan keterampilan proses sains siswa yang signifikan antara kelas yang diberi perlakuan berupa model pembelajaran Learning Cycle 7E dengan kelas yang diberi perlakuan berupa model pembelajaran berbasis metode saintifik yang ditekankan dalam kurikulum 2013. AbstractThis study was conducted to analyze the differences in the improvement of science process skills of students who received physics learning with the Learning Cycle 7E learning model and the scientific method-based learning model that was emphasized in the 2013 curriculum. This research was conducted using a quasi-experimental method (Quasi Experimental Design) with the matching- only pretest-posttest control group design. The population is all students of class X MIPA at one of the senior high school in Tangerang City. A sample of two classes were selected by purposive sampling. The instruments used in this study were test instruments in the form of description questions, observation sheets and student response questionnaires. The results showed that there was an increase in science process skills in both classes. The magnitude of the increase that occurred in the class taught using the 7E learning cycle model was higher than the class taught using the scientific method. Based on the hypothesis test using the t-test (separate model t-test), it was concluded that there was a significant difference in the improvement of students' scientific process skills between the class that was treated in the form of the Learning Cycle 7E model and the class that was treated in the form of a scientific method-based learning model emphasized in the 2013 curriculum.]]>
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