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Jurnal Inovasi Pendidikan Kimia
Published by Universitas Negeri Semarang
ISSN : 19790503     EISSN : 25031244     DOI : http://dx.doi.org/10.15294/jipk
Core Subject : Science, Education, Engineering,
Chemical Engineering, Chemistry & Bioengineering Chemistry Education
Arjuna Subject : -
Articles 30 Documents
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Search results for , issue "Vol 10, No 1 (2016): January 2016" : 30 Documents clear
KEEFEKTIFAN MODEL PEMBELAJARAN TREFFINGER BERBANTUAN LEMBAR KERJA SISWA UNTUK MENINGKATKAN HASIL BELAJAR
Jurnal Inovasi Pendidikan Kimia Vol 10, No 1 (2016): January 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v10i1.6017

Abstract

Penelitian ini bertujuan untuk mengetahui keefektifan model pembelajaran Treffinger berbantuan lembar kerja siswa (LKS) dapat meningkatakan hasil belajar siswa SMA pada materi kelarutan dan hasil kali kelarutan. Model pembelajaran Treffinger berbantuan LKS membantu siswa lebih aktif dan kreatif dalam pembelajaran. Penelitian ini merupakan jenis penelitian eksperimen dan teknik pengambilan sampel yang digunakan adalah purposive sampling. Penelitian ini menggunakan desain posttest only control design. Hasil posttest kelas eksperimen memperoleh rata-rata 80,72 sedangkan pada kelas kontrol memperoleh rata-rata 71,17. Dari data tersebut diperoleh persentase ketuntasan klasikal pada kelas eksperimen sebesar 87,5 % dan pada kelas kontrol sebesar 40,63 %. Kelas eksperimen telah mencapai ketuntasan klasikal tetapi pada kelas kontrol belum mencapai ketuntasan klasikal. Kesimpulan dari penelitian ini adalah model pembelajaran Treffinger berbantuan lembar kerja siswa dapat meningkatkan hasil belajar siswa SMA pada materi kelarutan dan hasil kali kelarutan. Model pembelajaran Treffinger berbantuan LKS tidak hanya meningkatkan hasil belajar aspek kognitif saja, tetapi aspek afektif dan psikomotorik juga meningkat.This study aims to determine the effectiveness of the learning model Treffinger aided student worksheet to high school students to get greater learning outcomes on material solubility and solubility product. Treffinger assisted student worksheet help students to be more active and creative in learning. This research is an experimental research and the sampling technique used was purposive sampling. This study used a posttest only design control design. Posttest results of the experimental group gained an average of 80.72, while the control group gained an average of 71.17. These data showed the gain percentage of classical completeness in the experimental group is 87.5% and in the control group is 40.63%. Experimental group has reached classical completeness, but not yet the control group. The conclusion of this study is Treffinger model aided student worksheet can increase student learning outcomes on the material solubility and solubility product. The learning model Treffinger aided student worksheet not only improve learning outcomes on cognitive aspects, but also in affective and psychomotor aspects.
PENGEMBANGAN MODUL PEMBELAJARAN KIMIA BERVISI SETS BERORIENTASI CHEMO-ENTREPRENEURSHIP (CEP) PADA MATERI LARUTAN ASAM BASA
Jurnal Inovasi Pendidikan Kimia Vol 10, No 1 (2016): January 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v10i1.6008

Abstract

Kimia merupakan salah satu mata pelajaran yang berkaitan dengan kehidupan sehari- hari, dari segi lingkungan teknologi, maupun masyarakat. Tujuan penelitian ini adalah menghasilkan modul pembelajaran kimia bervisi SETS berorientasi CEP pada materi larutan asam basa yang layak dan efektif digunakan dalam pembelajaran untuk meningkatkan motivasi belajar, minat wirausaha, dan hasil belajar siswa. Penelitian ini merupakan penelitian pengembangan. Uji coba kelayakan produk pada penelitian ini dilaksanakan di MA Mu’allimin Mu’allimat dengan model penelitian one group pre-test and post-test design dan di MAN Rembang dengan model penelitian pre-test and post-test control group design. Data penelitian diperoleh dengan metode validasi, observasi, dokumentasi, tes, dan skala Likert. Hasil validasi ahli materi, ahli media, dan praktisi menunjukkan bahwa modul pembelajaran kimia bervisi SETS berorientasi CEP sangat layak digunakan dalam pembelajaran kimia dengan skor ratarata pada aspek kegrafikan 95,00, aspek penyajian 95,33, aspek kebahasaan 95,00, dan aspek kegrafikan 94,44. Hasil uji coba modul di MA Mu’allimin Mu’allimat menunjukkan peningkatan motivasi 20%, minat wirausaha 25%, dan hasil belajar siswa 79%. Uji coba modul di MAN Rembang peningkatan motivasi belajar siswa, minat wirausaha, dan hasil belajar siswa kelas eksperimen sebesar 27%, 17% dan 66%, sedangkan peningkatan kelas kontrol secara berturutturut 0,4%, 11%, dan 24%.Chemistryis one of the subjects related to everyday life, in terms of environmental technology, and society. The purpose of this research is to produce visionary chemistry learning modules SETS with CEP oriented on acid-base materials which properly and effectively use in learning to improve learning motivation, entrepreneurial interest, and student learning outcomes. This research is development reaserch. Testing the product viability on the research carried out in MA Mu'allimin Mu'allimat with research model are one group pre-test and post-test design and in MAN Rembang with pre-test and post-test control group design. Data obtained by the validation, observation, documentation, testing, and Likert scale method. Validation results or matter experts, media experts, and practitioners shows that the chemistry learning modules with SETS vision and CEP oriented very fit for using in teaching chemistry with an average score on the graphical aspect 95.00, presentation aspects 95.33, linguistic aspects of 95.00, and graphical aspects 94.44. The module trial results in MA Mu'allimin Mu'allimat showed the increase of motivation 20%, interest in self-employment 25%, and student learning outcomes 79%. Module test in MAN Rembang increased the student motivation, entrepreneurial interest, and student learning outcomes in experimental class by 27%, 17% and 66%, whereas the increase in the control class, respectively 0.4%, 11% and 24%.
PENGARUH PEMBELAJARAN TEAM GAMES TOURNAMENT BERBANTUAN CROSSWORD PUZZLE TERHADAP HASIL BELAJAR
Jurnal Inovasi Pendidikan Kimia Vol 10, No 1 (2016): January 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v10i1.6013

Abstract

Jenis penelitian yang digunakan adalah penelitian eksperimen. Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran Team Games Tournament (TGT) berbantuan media crossword puzzle terhadap hasil belajar dan mengetahui tanggapan siswa. Populasi pada penelitian ini adalah seluruh siswa kelas X MIA. Pengambilan sampel secara cluster random sampling yaitu kelas X MIA 2 sebagai kelas kontrol dan X MIA 3 sebagai kelas eksperimen. Berdasarkan hasil uji peerbedaan dua rata-rata hasil belajar yang diperoleh kelas eksperimen 54,73-78,06 dan kelas kontrol 49,65-72,06. Sedangkan uji ketuntasan hasil belajar kelas eksperimen mencapai 87,10% dan kelas kontrol 40,54%. Berdasarkan hasil uji peningkatan hasil belajar kelas eksperimen mencapai 16,30 dan kelas kontrol 12,80. Adapun hasil observasi terhadap aspek sikap diperoleh nilai rata-rata kelas eksperimen 84,21 dan kelas kontrol 82,08. Sedangkan untuk hasil observasi terhadap aspek keterampilan diperoleh rata-rata nilai siswa kelas eksperimen 79,66 dan kelas kontrol 72,70. Berdasarkan hasil angket tanggapan siswa, model pembelajaran Team Games Tournament memperoleh tanggapan positif yaitu siswa merasa senang dan dapat meningkatkan pemahaman pada materi tata nama senyawa. Simpulan dari penelitian ini yaitu model pembelajaran tipe Team Games Tournament berbantuan media crossword puzzle berpengaruh signifikan terhadap hasil belajar dan mendapat tanggapan positif dari siswa.This research is experimental research. This study aims to determine the effect of learning Team Games Tournament (TGT) media-aided crossword puzzle on learning outcomes and determine responses that students. The population in this study were all students of X MIA class. The sampling is a cluster random sampling, they are the X MIA 2 class as a control class and X MIA 3 class as the experimental. Based on the test, the results of the difference of two average are 54.73-78.06 for the experimental class and 49.65-72.06 for the control class. While the result of the test is based on the learning completeness are 87.10% for the experimental class and 40.54% for the control class. Based on the learning outcome test, the results are the experimental class reached 16.30 and 12.80 the control class. The observation result of students attitude aspects are 82.07 for the experimental class and 84.21 for the control class. As for the results of the observations of the students skills aspects gained an average value are 73.15 for the experiment class and 80.73 for the control class. Based on the result of the questionnaire for the students responses, that the TGT learning technique get the positive responses that students feel happy and not boring and it can improve the understanding of the nomenclature of compound and material. The conclusions from this research that the type of learning technique, Team Games Tournament media-aided crossword puzzle influences thelearning outcomes significantly and get the positive responses from students.
VALIDITAS CHEMISTRY HANDOUT SEBAGAI INOVASI BAHAN AJAR STOIKIOMETRI BERSTRATEGI PBS BERVISI SETS
Jurnal Inovasi Pendidikan Kimia Vol 10, No 1 (2016): January 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v10i1.6009

Abstract

Meningkatkan pencapaian kompetensi yang menjadi indikator dalam kajian mutu pendidikan di Indonesia dapat dilakukan melalui pengadaan bahan ajar kimia yang bemutu dan inovatif. Penelitian ini bertujuan untuk mengembangkan Chemistry Handout berstrategi Problem Based Solving (PBS) bervisi SETS sebagai bahan ajar inovatif dan mengetahui kriteria validitasnya. Pengembangan dilakukan dengan metode penelitian Research and Development model 4D yang dimodifikasi menjadi 3D. Validitas Chemistry Handout diperoleh dari hasil validasi menggunakan lembar validasi ahli materi dan ahli media. Hasil penelitian menunjukkan bahwa validitas isi Chemistry Handout mendapatkan nilai 93,33 dengan kriteria sangat valid. Chemistry Handout memiliki kesesuaian untuk digunakan pada pembelajaran berstrategi PBS dan mendukung pembelajaran bervisi SETS. Validitas Chemistry Handout dari aspek media mencapai nilai validitas 95 dengan kriteria sangat valid. Chemistry Handout disusun sesuai dengan tujuan pembelajaran dan karakter peserta dinilai dapat mendorong peserta didik untuk aktif menggali pengetahuan, melakukan pemecahan masalah dan bekerjasama dalam kelompok. Desain Chemistry Handout memasukan aspek–aspek yang memberikan kesempatan peserta didik melakukan pemecahkan masalah yang dihubungkan dengan unsur SETS dinilai mampu mendorong peserta didik belajar. Chemistry Handout berstrategi PBS bervisi SETS berhasil dikembangkan dengan kriteria validitas sangat valid diharapkan menjadi bahan ajar bermutu dan inovatif untuk membantu meningkatkan ketercapaian kompetensi dasar stoikiometri.Increasing the competence accomplishment as the indicator of education quality in Indonesia can be hold by developing an inovative and qualified instructional material. This researh had purpose to develop and validate the Chemistry Handout with Problem Based Solving (PBS) strategy and SETS vision as the inovative instructional material.This research was constucted with the Research and Development (R D) method which modified 4D model to 3D model of development. The Content and media validaty of Chemistry Handout were collected from result validation through expert assesment used the content and media validation sheets. Results showed that the content validity of Chemistry Handout reach 93,33 value which had very valid criteria. Chemistry Handout was stated suitable to used as an instructional material to support the Problem Based Solving Learning and SETS visson learning. The media validity of Chemistry Handout reach 95 value which stated very valid criteria. Chemistry Handout had be arranged suitable to learning purpose and student characteristic so it had potent to motivated student be actively involve learners, active role of practitioners (problem solvers) conronted with ill-structured problem wich refleted the real world and create a collaborative learning environment. The design of Chemistry Handout containt apects which gave student the opportunity to solve the real life problem that integrated to the SETS element, so it was potential to increase the student’s motivation learning. The Chemistry Handout with Problem Based Learning strategy and SETS vision is a valid instructional material can be used in the Stiochiometry learning to increasing the competence accomplishment.
KONTRIBUSI PEMBELAJARAN BERBASIS PROYEK TERHADAP LIFE SKILL SISWA
Jurnal Inovasi Pendidikan Kimia Vol 10, No 1 (2016): January 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v10i1.6014

Abstract

Penelitian eksperimen ini bertujuan untuk mengetahui kontribusi pembelajaran berbasis proyek terhadap life skill siswa. Sampel penelitian diambil dua dari lima kelas sebagai kelas eksperimen dan kontrol dengan menggunakan teknik Cluster random sampling. Desain yang digunakan dalam penelitian adalah posttest-only control group design. Pada kelas A menggunakan pembelajaran berbasis proyek, sedangkan kelas B menggunakan pembelajaran ceramah. Data dikumpulkan dengan lembar observasi dan angket life skill. Hasil penelitian menunjukkan bahwa terdapat perbedaan antara life skill siswa kelas A dan B. Hasil analisis deskriptif kuantitatif kelas A adalah nilai aspek thinking skill sebesar 86,67%, aspek social skill sebesar 86,52%, aspek academic skill sebesar 81,52% dan aspek vocational skill sebesar 86,10%. Hasil analisis deskriptif kuantitatif kelas B adalah nilai aspek thinking skill sebesar 75,14%, aspek social skill sebesar 78,56%, aspek academic skill sebesar 70,81% dan aspek vocational skill sebesar 42,70%. Hasil analisis deskriptif kualitatif data angket life skill, pada kelas A dengan kriteria tinggi, sedangkan pada kelas B dengan kriteria sedang. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa pembelajaran berbasis proyek berkontribusi terhadap life skill siswa.The purpose of this experimental research was to know contribution of project based learning to students life skills. The sample taken two of five group as A group and B group by using cluster random sampling technique. The design of research was a control group design postest-only. A group was using project based learning method, while B group was using lecture learning method. Data are collected with observation and questionnaries of life skills. The results showed that A group different significant with B group. The quantitative descriptive analysis result of the A group were score thinking skills 86,67%, social skills 86,52%, academic skills 81,52% and vocational skills 86,10%. The quantitative descriptive analysis result of the B group were score thinking skills 75,14%, social skills 78,56%, academic skills 70,81% and vocational skills 42,70%. The qualitative analysis result of questionnaries life skills, A group with high category, while B with medium category. The result of research can concluded that project based learning have contribution to students life skills.
PENGGUNAAN MULTIMEDIA INTERAKTIF DALAM MEMINIMALISASI MISKONSEPSI SISWA PADA MATERI POKOK LARUTAN PENYANGGA
Jurnal Inovasi Pendidikan Kimia Vol 10, No 1 (2016): January 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v10i1.6010

Abstract

Penelitian ini bertujuan untuk mengetahui apakah penggunaan multimedia interaktif dapat meminimalisasi miskonsepsi siswa pada materi pokok larutan penyangga. Desain penelitian yang digunakan dalam penelitian ini adalah true experimental design yang berbentuk pretest-posttest control group design. Subyek penelitian ini terdiri atas 33 siswa kelas eksperimen dan 33 siswa kelas kontrol. Tingkat penguasaan konsep larutan penyangga diperoleh dari hasil tes diagnostik miskonsepsi. Hasil penelitian menunjukkan bahwa rata-rata proporsi siswa yang mengalami miskonsepsi pada kelas eksperimen sebanyak 9 dari 33 siswa sedangkan pada kelas kontrol sebanyak 14 dari 33 siswa. Nilai gain ternormalisasi kelas eksperimen 0,64 dan kelas kontrol 0,5 yang berarti peningkatan hasil belajar kognitif siswa kelas eksperimen lebih besar daripada kelas kontrol. Skor jawaban siswa yang tergolong miskonsepsi pada kelas eksperimen dan kelas kontrol berdistribusi normal dan mempunyai varians yang sama. Hasil uji t satu pihak kiri menunjukkan bahwa t hitung (-4,89) - t (- 1,67) yang berarti rata-rata jawaban yang tergolong miskonsepsi kelas eksperimen lebih rendah daripada kelas kontrol. Berdasarkan hasil penelitian dapat disimpulkan bahwa penggunaan multimedia interaktif dapat digunakan untuk meminimalkan miskonsepsi siswa pada materi pokok larutan penyangga.This study aimed to know whether the using of interactive multimedia can minimalize student misconceptions in buffer solution subject. Research design used true experimental design by pretest-posttest control group design. The subject consist of 33 students of experimental class and 33 students of control class. Level of conceptual understanding was collected by using misconception diagnostic test technique. The result of this study showed that mean of misconception proportion at experimental class is 9 of 33 studets, while the mean of misconceptions proportion at control class is 14 of 33 students. The normalized gain score of experimental class is 0,64, while the normalized gain score of control class is 0,5. It’s mean that study result increase in cognitive aspect of experimental class better than control class. The student misconceptions score of experimental class and control class was normal and has the same variant. The result of t-test showed that t (-4,89) -t (-1,67). It’s mean the misconceptions score mean of experimental class less than control class. Based on the result of this study, it can be concluded that using of interactive multimedia can minimalize student misconceptions in buffer solution subject matter.
PENGARUH PEMBELAJARAN GUIDED INQUIRY BERBANTUAN DIAGRAM VEE TERHADAP KETERAMPILAN GENERIK SAINS SISWA
Jurnal Inovasi Pendidikan Kimia Vol 10, No 1 (2016): January 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v10i1.6015

Abstract

Penelitian ini bertujuan mengetahui pengaruh pembelajaran Guided Inquiry berbantuan diagram vee terhadap keterampilan generik sains siswa pada materi hidrokarbon. Penelitian dilakukan di suatu SMA di Semarang. Penelitian dilaksanakan dalam bentuk eksperimen. Populasi penelitian adalah seluruh kelas X. Sampel diambil dengan teknik cluster random sampling. Desain penelitian menggunakan pre test post test design. Kelompok eksperimen menggunakan metode Guided Inquiry berbantuan diagram vee, sedangkan kelompok kontrol menggunakan metode ceramah. Data dianalisis dengan uji t dan N-gain. Hasil penelitian diperoleh rata-rata nilai pre tes pada kelompok eksperimen 40,66 dan pada kelompok kontrol 40,00. Nilai rata–rata post tes kelompok eksperimen adalah 82,53 dan kelompok kontrol 75,53. Hasil analisis uji t menunjukkan perbedaan dua rata-rata satu pihak kanan diperoleh rata-rata hasil belajar kelas eksperimen lebih baik dari kelas kontrol. Peningkatan keterampilan generik sains siswa dianalisis dengan perhitungan N-Gain. Kterampilan generik sains paling tinggi pencapaiannya yaitu konsistensi logis dengan tingkat capaian tinggi yaitu sebesar 0,841. Hasil analisis disimpulkan pembelajaran Guided Inquiry berbantuan diagram vee mampu meningkatkan hasil belajar dengan besar koefisien determinasi 26,11% dan keterampilan generik sains siswa dengan N-gain keterampilan generik sains konsistensi logis 0,841 dengan tingkat capaian tinggi.The Objectives of this study was to determine the effect of Guided Inquiry learning by using vee diagram to science generic skills of students in hydrocarbon material. The study was conducted in SMA in Semarang. The research was conducted in the form of experiments. The populations were all class X. Samples were taken with a random cluster sampling technique. Research design using pre-test post-test design. The experimental group using the Guided Inquiry assisted vee diagrams, while the control group using the lecture method. The data were analyzed with the t test and the N-gain. The study obtained that the average value of pre-test in the experimental was 40.66 and from the control group was 40.00. The average value of post test of the experimental group is 82.53 and the control group 75.53. T-test analysist result showed that average difference of the two right-hand of experimental class learning better than classroom control. Increase of science generic skills were analyzed by N-Gain formula. The highest science generic skills achievement was logical consistency with high score level is 0,841. In conclusion, Guided Inquiry learning assisted vee diagrams can improve learning outcomes with the influence of 26,11% and science generic skills of students with percentage N-gain logical consistency of 0,841 with high score level.
PENERAPAN MODEL PEMBELAJARAN PROBING-PROMPTING BERBASIS ACTIVE LEARNING UNTUK MENINGKATKAN KETERCAPAIAN KOMPETENSI SISWA
Jurnal Inovasi Pendidikan Kimia Vol 10, No 1 (2016): January 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v10i1.6011

Abstract

Tujuan penelitian ini adalah untuk mengetahui apakah model pembelajaran probing- prompting berbasis active learning dapat meningkatkan ketercapaian kompetensi siswa pada materi hidrokarbon kelas X di suatu MAN di Kota Magelang tahun ajaran 2013/2014. Desain yang digunakan dalam penelitian ini adalah pretest–posttest one group design. Pengambilan sampel dilakukan dengan teknik cluster random sampling. Pengumpulan data dalam penelitian ini menggunakan metode dokumentasi, tes, dan observasi. Uji yang digunakan untuk menganalisis data adalah uji ketuntasan data hasil belajar dan uji peningkatan hasil belajar. Uji ketuntasan data hasil belajar menunjukkan nilai t-hitung 3,994 sementara pada t-kritis 2,03 yang berarti hasil belajar kelompok eksperimen setelah perlakuan lebih besar dari 75 atau telah mencapai ketuntasan belajar. Uji peningkatan hasil belajar menunjukkan nilai t-hitung 36,6783 sementara t-kritis 2,03 yang berarti ada peningkatan hasil belajar pada kelompok eksperimen setelah diberi perlakuan. Berdasarkan hasil penelitan dapat disimpulkan bahwa model pembelajaran probing-prompting berbasis active learning dapat meningkatkan ketercapaian kompetensi siswa pada materi hidrokarbon.The purpose of this research is to determine whether learning models prompting probing-based active learning can improve students' achievement of the competence of the hydrocarbon material in class X at MAN Magelang 1 academic year 2013/2014. The design used in this study is the one-group pretest-posttest design. Sampling was done by cluster random sampling technique. Collecting data in this research is using the method of documentation, testing, and observation. Tests were used to analyze the data is the data completeness test learning outcomes and test learning outcome. Test mastery learning outcomes data demonstrate the value of t-test 3.994 while the critical t of 2.03 which means that the results of the experimental study class after treatment greater than 75 or have attained mastery learning. Test results of study showed an increase in the value of t count 36.6783 while the t-critical of 2.03 which means that there is an increase in learning outcomes in the experimental class after being given treatment. Based on the results of research it can be concluded that probing-prompting learning model based active learning can improve students' achievement of the competence of the hydrocarbon material.
PENGGUNAAN STRATEGI PEMBELAJARAN INKUIRI UNTUK MENINGKATKAN METAKOGNISI SISWA SMA
Jurnal Inovasi Pendidikan Kimia Vol 10, No 1 (2016): January 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v10i1.6016

Abstract

Penelitian ini bertujuan untuk mengetahui (1) peningkatkan metakognisi siswa melalui strategi pembelajaran inkuiri materi kelarutan dan hasil kali kelarutan di suatu SMA di Donorojo, (2) perbedaan antara penggunaan strategi pembelajaran inkuiri dan pembelajaran langsung terhadap peningkatan metakognisi siswa. Metode eksperimen dengan desain pretest-posttest group design digunakan dalam penelitian ini. Objek penelitian ini adalah siswa kelas XI IPA. Teknik pengambilan sampel adalah cluster random sampling karena populasi berdistribusi normal dan homogen. Hasil penelitian menunjukkan bahwa rata-rata nilai posttes kelas eksperimen 75,15 dan kelas kontrol 72,42. Berdasarkan hasil analisis N-gain pada kelas eksperimen menunjukkan peningkatan metakognisi sebesar 0,68 antara sebelum dan sesudah penggunaan strategi pembelajaran inkuiri. Sedangkan hasil analisis N-gain pada kelas kontrol menunjukkan peningkatan metakognisi sebesar 0,62 antara sebelum dan sesudah penggunaan strategi pembelajaran langsung. Pada uji hipotesis diperoleh t hitung sebesar 1,65 kurang dari t 1,66 yang berarti rata-rata hasil belajar kognitif kelas eksperimen tidak berbeda dari kelas kontrol. Kesimpulan dari penelitian ini adalah (1) strategi pembelajaran inkuiri dapat meningkatkan metakognisi siswa, (2) tidak ada perbedaan yang signifikan antara penggunaan strategi pembelajaran inkuiri dan pembelajaran langsung terhadap peningkatan metakognisi siswa.The objective of this study is to find out (1) the improvement of the students’ metacognition by using the inquiry learning method on the water-soluble substance and the result of its product in a high school in Donorojo, (2) the significant difference between the use of inquiry learning method and the direct instruction method to the improvement of students' metacognition. This study is an experimental research and the design was pretest-posttest group design. Object of this study is eleventh grade students of science program. The selection of the sample was by using cluster random sampling because the populations of this study were normal and homogenous. The result of this study showed that the mean score of post-test in the experiment group (75.15) was higher than that of the control group (72.42). The results of the analysis of N-gain in experiment group showed an increase of students’ metacognition 0.68 between before and after the use of inquiry learning method. While the results of the analysis of N-gain in the control group shows an improvement of students’ metacognition 0.62 between before and after the use of direct instruction method. In the hypothesis result, t (1.65) was lower than that of the t (1.66). The result indicated that the mean score of cognitive aspect of the experiment group was the same as the control one. Based on the result of this study, it can be concluded that (1) the inquiry learning can improve the students’ metacognition, (2) there was no significant difference between the use of inquiry learning method and direct instruction method to the improvement of students' metacognition.
PENERAPAN JOYFUL LEARNING DENGAN GROUP INVESTIGATION UNTUK MENINGKATAN AKTIVITAS DAN HASIL BELAJAR
Jurnal Inovasi Pendidikan Kimia Vol 10, No 1 (2016): January 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v10i1.6012

Abstract

Penelitian ini merupakan jenis Penelitian Tindakan Kelas (PTK) yang menggunakan metode group investigation dengan pendekatan joyful learning. Subyek penelitian ini adalah seluruh siswa XI IPA 3 pada suatu SMA N di Kendal tahun pelajaran 2012/2013 yang berjumlah 36 siswa. Masalah yang dialami siswa kelas XI IPA 3 salah satunya adalah pembelajaran kimia didominasi oleh guru atau teacher center learning. Aktivitas siswa masih mendengarkan guru, mencatat pelajaran, dan mengerjakan soal di depan kelas. Penerapan joyful learning dengan group investigation diharapkan meningkatkan kualitas pembelajaran siswa XI IPA 3 SMA. Tujuan penelitian adalah untuk meningkatkan aktivitas dan hasil belajar kimia pada siswa kelas XI IPA 3. Penelitian ini terbagi menjadi 2 siklus. Masing-masing siklus meliputi 4 tahapan, yaitu perencanaan, tindakan, observasi, dan refleksi. Data diperoleh dengan metode dokumentasi, tes siklus, observasi, dan angket. Hasil penelitian pada siklus 1, hasil belajar (kognitif, psikomotorik, dan afektif) dan aktivitas belajar siswa belum menunjukkan indikator keberhasilan. Pada siklus 2 hasil belajar (kognitif, psikomotorik, dan afektif) dan aktivitas belajar siswa menunjukkan indikator keberhasilan. Hal ini berarti penerapan joyful learning dengan group investigation dapat meningkatkan hasil belajar dan aktivitas belajar kimia siswa kelas XI IPA 3 SMA.This research is Classroom Action Research (CAR) which use group investigation method and joyful learning approach. Subject of this research is students of XI Science Class 3 at a high school in Kendal, school year 2012/2013 tottaly 36. One of problem in XI Science Class 3 is dominated by teacher center learning. Students activity was still listen teachers, note lesson, and do exercise in front of class. Applying joyful learning with group investigation hoped able to increase studied quality in XI Science 3. The purpose of this research is to increase learning activities and student’s learning achievement on chemistry of XI Science 3 high school, with totally 36 students. It’s consists of 2 cycles. Each cycle consists of 4 steps, that are planning, acting, observing, and reflection. The data is gotten by documentation, cycle examination, observation, and questionnaire methods. On first cycle, student’s learning achievement (cognitive, psychomotor, and affective) and learning activities do not show the indicator of success yet. On second cycle, student’s learning achievement (cognitive, psychomotor, and affective) and learning activities show the indicator of success. This result means that learning activities and student’s learning achievement of XI Science 3 students are increase by applying joyful learning with group investigation.

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