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Jurnal Pendidikan dan Pembelajaran IPA Indonesia
Published by Universitas Pendidikan Ganesha
ISSN : 2615742X     EISSN : 26157438     DOI : -
Core Subject : Education,
Education
As an international, multi-disciplinary, peer-refereed journal, the scope of this journal is in learning and instruction area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching at Science Education. The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in review and the selection process concerns the significance of the contribution to the area of learning and instruction. Instruction, learning and teaching, curriculum development, learning environment, teacher education, educational, technology, and educational development at Science Education.
Arjuna Subject : Biokimia, Genetika dan Biologi Molekuler - Biokimia, Genetika dan Biologi Molekuler (Lain-Lain)
Articles 400 Documents
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PENGARUH MODEL PEMBELAJARAN INKUIRI HIPOTETIK TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN KETERAMPILAN PROSES SAINS SISWA KELAS VII SMP NEGERI 1 SINGARAJA Astiti, K. A.; Sadia, I. W.; Suma, K.
Jurnal Pendidikan IPA Vol 3, No 1 (2013)
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Abstrak Tujuan penelitian ini adalah untuk menganalisis (1) perbedaan keterampilan berpikir kritis (KBK) dan keterampilan proses (KP) antara kelompok siswa yang belajar dengan model pembelajaran inkuiri hipotetik dan konvensional, (2) perbedaan keterampilan berpikir kritis (KBK) antara kelompok siswa yang belajar dengan model pembelajaran inkuiri hipotetik dan konvensional, (3) perbedaan keterampilan proses (KP) antara kelompok siswa yang belajar dengan model pembelajaran inkuiri hipotetik dan konvensional. Penelitian ini merupakan kuasi eksperimen dengan rancangan factorial 2x1 posttest only control group design. Data KBK dikumpulkan melalui tes, data KP siswa dikumpulkan melalui tes dan observasi. Data yang diperoleh dianalisis secara statistik deskriptif dan MANOVA satu jalur dengan hasil (1) terdapat perbedaan KBK dan KP siswa yang belajar dengan model inkuiri hipotetik dan model pembelajaran konvensional (F=59,161; p<0,05), (2) terdapat perbedaan KBK siswa yang belajar dengan model inkuiri hipotetik dan konvensional (F=22,219; p<0,05), (3) terdapat perbedaan KP siswa yang belajar dengan model inkuiri hipotetik dan konvensional (F=113.559; p<0,05) Keyword: inkuiri hipotetik, keterampilan berpikir kritis, keterampilan proses sains     Abstract The purpose of this research was to analyze: (1) the difference of critical thinking skills (CTS) and science process skills (SPS) between student’s group who were managed with hypothetical inquiry model and conventional learning model, (2) the difference of critical thinking skills (CTS) between student’s group who were managed with hypothetical inquiry model and conventional learning model, (3) the difference of science process skills (SPS) between student’s group who were managed with hypothetical inquiry model and conventional learning model. This research was quasi experiments with post-test only control group design factorial 2x1. Data of critical think skill were collected by using test and data of science process skills collected by using test and observation. Data analyzed by using descriptive analyze and one way MANOVA. It was found: (1) there was significant difference of critical thinking skills (CTS) and science process skills (SPS) between student’s group who were managed with hypothetical inquiry model and conventional learning model (F=59,161; p<0,05), (2) there was significant difference of critical thinking skills (CTS) between student’s group who were managed with hypothetical inquiry model and conventional learning model (F=22,219; p<0,05), (3) there was significant difference of science process skills (SPS) between student’s group who were managed with hypothetical inquiry model and conventional learning model (F=113.559; p<0,05).   Keyword: hypothetical inquiry model, critical thinking skill, science process skills.
PENGARUH MODEL PEMBELAJARAN SAINS TEKNOLOGI MASYARAKAT TERHADAP PEMAHAMAN KONSEP BIOLOGI DAN KETERAMPILAN BERPIKIR KREATIF SISWA SMA SMARABAWA, IGBN.; ARNYANA, IB.; SETIAWAN, IGAN.
Jurnal Pendidikan IPA Vol 3, No 1 (2013)
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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
PENGARUH MODEL TSOI TERHADAP PEMAHAMAN KONSEP DAN SIKAP ILMIAH Purnamawan, I. K.; Sadia, I. W.; Suastra, I. W.
Jurnal Pendidikan IPA Vol 3, No 1 (2013)
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Abstrak Penelitian ini bertujuan menganalisis pengaruh model translating, sculpting, operationalizing, dan integrating (TSOI) terhadap pemahaman konsep (PK) dan sikap ilmiah (SI). Penelitian ini merupakan kuasi eksperimen dengan rancangan factorial 2x1 posttest only control group design. Subjek penelitian ini adalah siswa kelas X SMAN 3 Kupang tahun pelajaran 2012/2013. Data pemahaman konsep dikumpulkan dengan 25 item tes pemahaman konsep, sedangkan data sikap ilmiah siswa dikumpulkan dengan 40 item kuisioner. Data yang diperoleh dianalisis secara statistik deskriptif dan MANOVA satu jalur. Berdasarkan hasil analisis data, ditemukan hasil penelitian bahwa terdapat perbedaan pemahaman konsep dan sikap ilmiah antara kelompok siswa yang belajar dengan model pembelajaran TSOI dan model pembelajaran konvensional (F= 397,386; p<0,05). Oleh karena itu, dapat disimpulkan bahwa TSOI berpengaruh terhadap pemahaman konsep dan sikap ilmiah. Penelitian ini berimplikasi terhadap perlunya proses pembelajaran di sekolah yang didasarkan pada pengalaman siswa untuk menciptakan proses pembelajaran yang lebih bermakna dan menghasilkan keluaran berupa pemahaman konsep dan sikap ilmiah yang lebih baik. Kata kunci: TSOI, pemahaman konsep, sikap ilmiah   Abstract The purpose of this research was to analyze the influence of translating, sculpting, operationalizing, dan integrating models (TSOI) on concept understanding (PK) and the scientific attitude (SI). This research is a quasi-experiment with a 2x1 factorial design posttest only control group design. The subjects were students of class X SMAN 3 Kupang academic year 2012/2013. Concept understanding (PK) data were collected with 25 items concept understanding (PK) test, while data collected scientific attitude students with 40 item questionnaire. Data were analyzed with descriptive statistics and one way MANOVA. Based on the results of data analysis has been performed, the results of the study found that there is a learning model between the concept understanding and the scientific attitude (F = 397.386; p<0.05). Therefore, TSOI it can be concluded that the effect on the concept understanding (PK) and the scientific attitude (SI). This research has implications for the need for the learning process in schools based on student experience to create a more meaningful learning process and produce the output of scientific understanding of the concept and a better attitude. Keywords: TSOI, concept understanding, scientific attitude  
STUDI KOMPARATIF PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH DAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN KINERJA ILMIAH BIOLOGI SMA Ardana, I K.; Arnyana, I.B.P.; Setiawan, I.G.A.N.
Jurnal Pendidikan IPA Vol 3, No 1 (2013)
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Abstrak Penelitian ini bertujuan untuk mengetahui dan menganalisis perbedaan keterampilan berpikir kritis dan kinerja ilmiah siswa yang belajar dengan model pembelajaran berbasis masalah dibandingkan siswa yang belajar dengan model pembelajaran kooperatif tipe STAD. Jenis penelitiannya quasi experiment, dengan rancangan the posttest only control group design. Populasi menggunakan kelas X SMA Negeri 1 Negara tahun pelajaran 2012/2013, sampelnya kelas X7 dan X9. Data penelitian berupa keterampilan berpikir kritis dan kinerja ilmiah. Kesimpulan penelitian ini (1) terdapat perbedaan keterampilan berpikir kritis dan kinerja ilmiah siswa yang belajar dengan model pembelajaran berbasis masalah dibandingkan siswa yang belajar dengan model pembelajaran kooperatif tipe STAD, (2) terdapat perbedaan keterampilan berpikir kritis antara siswa yang belajar dengan model pembelajaran berbasis masalah dengan siswa yang belajar dengan model pembelajaran kooperatif tipe STAD, dan (3) terdapat perbedaan kemampuan kinerja ilmiah antara siswa yang belajar dengan model pembelajaran berbasis masalah dibandingkan siswa yang belajar dengan model pembelajaran kooperatif tipe STAD. Kata kunci            : Pembelajaran Berbasis Masalah, STAD, Berpikir Kritis, Kinerja Ilmiah Abstract This research aims at to know and analyse the differences of critical thinking skill and students scientific among guided student with study problem based learning model compared to guided student with STAD type of cooperative learning model. This research type was quasi experiment, in which by using the posttest only control group design. This research was conducted on tenth grade of SMA Negeri 1 Negara for the academic year 2012/2013, the samples for this research were X7 and X9. The data of this research, was the students critical thinking skill, and students scientific performance. The results of the research are as follows (1) there was differences of critical thinking skill and students scientific among guided student with study problem based learning model compared to guided student with STAD type of cooperative learning model, (2) there was differences of critical thinking skill among guided student with study problem based learning model compared to guided student with STAD type of cooperative learning model, and (3) there was differences of students scientific among guided student with study problem based learning model compared to guided student with STAD type of cooperative learning model.   Keywords         : Problem Based Learning, STAD, Critical Thinking, Scientific
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) TERHADAP PEMAHAMAN KONSEP BIOLOGI DAN KETERAMPILAN BERPIKIR KREATIF SISWA SMA. Suartika, K.; Arnyana, I B.; SETIAWAN, G A.
Jurnal Pendidikan IPA Vol 3, No 1 (2013)
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Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran group investigation (MPGI) terhadap pemahaman konsep biologi dan keterampilan berpikir kreatif siswa. Jenis penelitian adalah quasi experimental dengan rancangan the post test-only control group design.Populasi penelitian ini adalah siswa SMAN 2 Negara dengan sampel penelitian berjumlah 64 orang yang diambil secara acak. Data yang diperoleh dianalisis menggunakan analisis MANOVA. Kesimpulan dari penelitian ini adalah sebagai berikut. 1) terdapat perbedaan pemahaman konsep dan keterampilan berpikir kreatif siswa antara siswa yang mengikuti MPGI dan siswa yang mengikuti model pembelajaran MPLC (Fhitung = 32,272); 2) terdapat perbedaan pemahaman konsep antara siswa yang mengikuti MPGI dan siswa yang mengikuti MPLC (Fhitung = 47,990); 3) terdapat perbedaan keterampilan bepikir kreatif antara siswa yang mengikuti MPGI dan siswa yang mengikuti MPLC (Fhitung = 16,317).   Kata kunci: pembelajaran group investigation, pemahaman konsep, keterampilan berpikir kreatif. Abstract This study aimed to determine the effect of the implementation of group investigation learning model for understanding biology concepts and creative thinking skill of the students. Kind of this research is quasi experimental with pattern post-test only control group design. The population of this research is 64 students of SMA Negeri 2 Negara taken randomly. The data analyzed by MANOVA. The conclution of this research are: First, there are differences in understanding the concepts and creative thinking skill of the students who took group investigation with cycle learning model (F = 32,272). Second, differences in understanding concepts between the students who took group investigation and cycle learning model (F = 47,990).Third, differences in creative thinking skill between the student who took group investigation and learning cycle model ( F = 16,317). . Keywords: group investigation learning, understanding of concepts, creative thinking skill
PENGARUH MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION TERHADAP KEMAMPUAN PEMECAHAN MASALAH DAN BERPIKIR KREATIF Sukiastini, G. A. N. K; Sadia, I W.; Suastra, I W.
Jurnal Pendidikan IPA Vol 3, No 1 (2013)
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Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran cooperative integrated reading and composition terhadap kemampuan pemecahan masalah  dan keterampilan berpikir kreatif siswa. Penelitian ini adalah penelitian eksperimen semu dengan rancangan pretest-posttest nonequivalent  control group design. Data yang diperoleh berupa g-skor ternormalisasi. Instrumen yang digunakan berupa tes. Analisis statistik yang digunakan MANOVA satu jalur dengan hasil: 1) Terdapat perbedaan kemampuan pemecahan masalah dan keterampilan berpikir kreatif yang signifikan antara siswa yang belajar dengan model pembelajaran CIRC dan siswa yang belajar dengan model pembelajaran konvensional (F= 114,927; p<0,05). 2) Terdapat perbedaan kemampuan pemecahan masalah siswa antara siswa yang belajar dengan model pembelajaran CIRC dan siswa yang belajar dengan model pembelajaran konvensional (F=204,873; p < 0,05). 3) Terdapat perbedaan keterampilan berpikir kreatif siswa antara siswa yang belajar dengan model pembelajaran CIRC dan siswa yang belajar dengan model pembelajaran konvensional (F = 29,627; p < 0,05).   Kata kunci: CIRC, pemecahan masalah,  berpikir kreatif     Abstract     This study aimed to determine the effect of cooperative integrated reading and composition learning model on the students’ problem solving ability and creative thinking skills. This  research is a quasi experiment with pretest-posttest nonequivalent  control group design. There is an increase based on the analysis of the average gain scores. The instrument used in the form  of test. Statistical analysis used MANOVA one way with results: 1) there are significant differences in the problem solving and creative thinking skills between students who studied with CIRC and students who studied with conventional learning model (F = 114.927; p < 0.05). 2) there are differences students’ problem solving ability among the students who studied with CIRC and the students who studied with conventional learning model (F = 204.873; p < 0.05). 3) there is a difference between students’ creative thinking skills among students who studied with CIRC and students who studied with conventional learning model (F = 204.873; p < 0.05).     Keywords : CIRC, problem solving, creative thinking
PENGARUH PEMBELAJARAN BERBASIS PROYEK DALAM PEMBELAJARAN KIMIA TERHADAP KETERAMPILAN PROSES SAINS DITINJAU DARI GAYA KOGNITIF SISWA ., IB. Siwa; Muderawan, I W.; tika, Nyoman
Jurnal Pendidikan IPA Vol 3, No 1 (2013)
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Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berbasis proyek terhadap keterampilan proses sains ditinjau dari gaya kognitif siswa. Jenis penelitian ini adalah penelitian eksperimen semu dengan rancangan non-equivalent post-test only control group design. Pada kelompok eksperimen diterapkan model pembelajaran berbasis proyek, sedangkan pada kelompok kontrol diterapkan model pembelajaran konvensional. Data dianalisis dengan statistik deskriptif dan statistik inferensial menggunakan ANAVA dua jalur.  Penelitian menunjukkan hasil sebagai berikut. (1) Terdapat perbedaan hasil belajar keterampilan  proses sains antara kelompok siswa yang mengikuti model pembelajaran proyek dengan kelompok siswa yang mengikuti model pembelajaran konvensional dengan nilai FA = 38,5313 pada taraf signifikansi 0,05. (2) Terdapat pengaruh interaksi antara model pembelajaran dan gaya kognitif terhadap hasil belajar keterampilan proses sains dengan nilai FAB = 173,5383 pada taraf signifikansi 0,05. (3) Terdapat  perbedaan hasil belajar keterampilan proses sains antara kelompok siswa yang memiliki gaya kognitif field independent dan kelompok siswa yang memiliki gaya kognitif  field dependent dengan nilai FB = 14,3898 pada taraf signifikansi 0,05.   Kata kunci: pembelajaran berbasis proyek, gaya kognitif   Abstract This study aimed at investigating the effect of project-based learning model to ward the science process skills based on the students’ cognitive styles. The design of the study was quasi-experimental research design with non-equivalent post-test only control group design. On the experimental group it was applied project-based learning model, whereas in the control group it was applied a conventional learning model. The data were analyzed by applying descriptive statistics and inferential statistics using Two-Way ANOVA . The results of the research were (1) There are differences in learning out comes on the science process skills of the students who take Project-based learning model and the students who take conventional learning model with the value of FA = 38.5313 at significance level of 0.05. (2) There is an interaction effect between the model of learning and cognitive style on learning out comes of science process skills with the value of FAB= 173.5383 at significance level of 0.05. (3) There are differences in learning out comes on the science process skills of the students who have a field independent cognitive style and students who have a field dependent cognitive style with the value of FB = 14.3898 at significance level of 0.05.   Keywords: project-based learning, cognitive style
Analisis Sarana dan Intensitas Penggunaan Laboratorium Fisika Serta Kontribusinya Terhadap Hasil Belajar Siswa SMA Negeri di Kabupaten Jembrana Katili, N. Sundoro; Sadia, Wayan; Suma, Ketut
Jurnal Pendidikan IPA Vol 3, No 1 (2013)
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ABSTRAK   Penelitian ini bertujuan untuk menganalisis sarana dan intensitas penggunaan laboratorium fisika serta kontribusinya terhadap hasil belajar siswa SMA Negeri di Kabupaten Jembrana. Penelitian ini adalah penelitian deskriptif. Subjek penelitian ini adalah kepala sekolah, waka kurikulum, pengelola laboratorium, guru, dan siswa kelas XI IPA SMA Negeri di Kabupaten Jembrana tahun pelajaran 2012/2013. Data sarana, kompetensi kepala laboratorium serta intensitas penggunaan laboratorium dikumpul menggunakan kuesioner,data hasil belajar siswa diperoleh melalui tes essay dengan reliabilitas 0,82. Data dianalisis menggunakan statistik deskriptif. Berdasarkan hasil analisis terhadap bahan dan alat ukur dasar serta fasilitas alat percobaan menunjukkan secara umum belum memenuhi standar minimal sesuai Permendiknas No 24 tahun 2007 tentang standar sarana dan prasarana, kompetensi kepala laboratorium dalam hal kepribadian sudah dalam kualifikasi baik, sedangkan kompetensi sosial, manajerial, serta profesional masih dalam kualifikasi kurang.Tenaga teknisi laboran belum tersedia, used factor alat hanya 12,08% (sangat kurang), dan data rata-rata hasil belajar siswa 34,4 dalam kualifikasi kurang.   Kata Kunci: Sarana Laboratorium, Intensitas Penggunaan, dan Hasil Belajar Siswa     ABSTRACT     The purpose of this research is to analyze the properties and the intensity usage of physics laboratory, and its contribution toward the learning outcomes of Senior High School Students in Jembrana regency. This research is  an descriptive. Subject of this research is the principal, vice principal areas of curriculum, laboratory managers, teachers, and students of class XI Science SMAN in Jembrana school year 2012/2013. The data means, head of the laboratory competence and laboratory use intensity collected using questionnaires, student learning outcomes data obtained through the essay test reliability of 0.82. Data were analyzed using descriptive statistics. Based on the analysis of the materials and basic measuring tools and equipment facility experiments showed generally it’s not reached the minimum standard based on the regulation of education national ministry No. 24, year 2007 about the standard equipments and properties, the head laboratory competency in the term of personality has already had good qualification, while in the terms of social competence, management, and professionalism were still less. Laboratory technicians are not yet available, a tool used factor only 12.08% (very less), and the average of students’ learning outcomes was 34.4 (less qualification).     Keywords: Laboratory facility, the use of intensity, and student Learning Outcomes
Pengaruh Model Contextual Teaching and Learning Terhadap Pemahaman Konsep dan Kemampuan Pemecahan Masalah dalam Pembelajaran IPA-Fisika di MTs Negeri Negara Mauke, Misrun; Sadia, I Wayan; Suastra, wayan
Jurnal Pendidikan IPA Vol 3, No 1 (2013)
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ABSTRAK   Penelitian ini bertujuan menganalisis perbedaan pemahaman konsep dan kemampuan pemecahan masalah pembelajaran fisika antara siswa yang belajar dengan model Contextual Teaching and Learning dan model pembelajaran konvensional. Penelitian ini menggunakan rancangan “The posttest only control group design”. Populasi penelitian ini siswa kelas VIII MTs. Negeri Negara tahun pelajaran 2012/2013. Sedangkan sampel dalam penelitian ini terdiri atas dua kelas yang setara, sebagai kelas eksperimen dengan pembelajaran model Contextual Teaching and Learning dan kelas kontrol dengan pembelajaran model konvensional. Data pemahaman konsep dan kemampuan pemecahan masalah siswa diperoleh melalui tes essay. Data dianalisis secara deskriptif dan MANOVA satu jalur. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan antara pemahaman konsep dan kemampuan pemecahan masalah siswa yang mengikuti pembelajaran model Contextual Teaching and Learning dengan MPK (F = 40,792; p < 0,05). (2) terdapat perbedaan yang signifikan antara siswa yang belajar menggunakan model Contextual Teaching and Learning dengan MPK (F=36,053 ; p < 0,05), (3) terdapat perbedaan yang signifikan antara siswa yang belajar menggunakan model Contextual Teaching and Learning dengan MPK (F= 62,706 ; p < 0,05), uji Scheffe menunjukkan bahwa model Contextual Teaching and Learning lebih baik dari MPK.   Kata Kunci: Model CTL, Pemahaman Konsep, Kemampuan Pemecahan Masalah, Model Pembelajaran Konvensional (MPK).     ABSTRACT     The purpose of this research is to analyze the differences in understanding concepts and problem solving ability of studying physics among the students with CTL model and conventional learning model. This research used the design of "The posttest only control group design". The population of this research was eighth grade students of MTs in the academic year of 2012/2013. The sample of this research was two same level classes, as an experimental class with CTL model and a control class with Conventional model.The data of the conceptual understanding and problem solving ability gained through the student essay test. The results were analyzed by descriptive and MANOVA one lane.The results of this research showed that: (1) there was a significant differences on understanding concept and problem solving ability of the students who learned with CTL and MPK (F = 40,792; p < 0,05). (2) There were differences on understanding concept between the students who learned with CTL and MPK (F = 36.053, p <0.05), and (3) there were significant differences on problem solving ability between the students who learned with CTL and MPK (F = 62.706, p <0,05). Therefore, Scheffe test showed that the CTL model was better than the MPK.   Keywords: CTL model, Understanding Concepts, Problem Solving Ability, Conventional Learning Model (MPK).  
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STAD BERBANTUAN LKS TERHADAP PEMAHAMAN KONSEP KIMIA DITINJAU DARI MOTIVASI BERPRESTASI Sudarsa, I Made; Karyasa, Wayan; Tika, Nyoman
Jurnal Pendidikan IPA Vol 3, No 1 (2013)
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Abstrak Penelitian ini bertujuan untuk menganalisis  pengaruh model pembelajaran Kooperatif tipe student team achievement divisions berbantuan lembar kerja siswa terhadap pemahaman konsep kimia ditinjau dari motivasi berprestasi.  Rancangan  yang digunakan adalah the non– equivalent post test only control group design dengan uji ANAVA dua jalur. Populasi adalah siswa kelas X di SMA Negeri 2 Negara berjumlah 273 orang terbagi dalam 7 kelas dan sampel sebanyak 234 orang yang terbagi dalam 6 kelas.  Hasil penelitian adalah (1) terdapat perbedaan nilai pemahaman konsep kimia pada siswa yang diajarkan dengan model pembelajaran kooperatif tipe student team achievement divisions berbantuan lembar kerja siswa, kooperatif tipe student team achievement divisions tanpa lembar kerja siswa, dan model pembelajaran langsung pada kelompok siswa yang memiliki motivasi berprestasi tinggi dengan kelompok siswa yang memiliki motivasi berprestasi rendah, (2) terdapat interaksi antara model pembelajaran dengan motivasi berprestasi siswa terhadap nilai pemahaman konsep kimia.   Kata kunci: model pembelajaran kooperatif, lembar kerja siswa, motivasi berprestasi, pemahaman konsep kimia   Abstract The study was aimed to analyze the effect of cooperative learning model of type student team achievement divisions assisted by student worksheet to  comprehension chemistry concept understanding in term of achievement motivation. The research is the design of non-equivalent post test only control group design by ANOVA test with two tiles. Population are students of class X in SMA Negeri 2 Negara totaled 273 people divided into 7 classes and a sample of 234 people were divided into 6 classes. The results are: 1) there are differences in the value of understanding chemistry concepts that students taught with cooperative learning model student teams achievement divisions aided student worksheets, cooperative student teams achievement divisions without student worksheets, and direct instructional model in the group of students who have high achievement motivation with a group of students who have low achievement motivation,  (2) there were interaction between learning model and learning achievement motivation on the chemistry concept understanding Keywords: cooperative learning model, student worksheet, archievement motivation, chemistry concept understanding  

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