Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Kemampuan Pemecahan Masalah dan Hasil Belajar Kognitif Siswa

Lintang Yunita; Nining  Mandasari

doi:10.36312/pjipst.v2i2.67

Authors

Lintang Yunita Program Studi Bioteknologi, Fakultas Sains dan Teknologi, Universitas Pelita Harapan, Jalan M.H. Thamrin Boulevard Nomor 1100, Tangerang, Banten 15811, Indonesia
Nining Mandasari Program Studi Bioteknologi, Fakultas Sains dan Teknologi, Universitas Pelita Harapan, Jalan M.H. Thamrin Boulevard Nomor 1100, Tangerang, Banten 15811, Indonesia

DOI:

https://doi.org/10.36312/pjipst.v2i2.67

Keywords:

Guided Inquiry, Problem Solving Ability, Cognitive Learning Outcomes.

Abstract

Based on the results of initial observations at SMA Negeri 7 Tangerang, it shows that students are less involved in the learning process, students tend to be passive, one of the factors that causes students to be less involved in learning is because the learning model and learning approach applied by the teacher is less varied. Therefore, research has been carried out on the influence of the Guided Inquiry learning model on problem solving abilities and cognitive learning outcomes of Biology students in Class XI SMA Negeri 7 Tangerang in the 2018/2019 academic year. The purpose of this study was to examine whether there was an effect of the Guided Inquiry learning model on problem solving abilities and cognitive learning outcomes of class XI students of SMA Negeri 7 Tangerang in the 2018/2019 academic year. The type of research used in this research is Quasi Experiment. The research design in this study was pre-test and post-test and the research sample was 19 students in class XI IPA 1 as the experimental class and 18 students in class XI IPA 2 as the control class. Collecting data using observation sheets to determine students' problem solving abilities, test sheets to determine cognitive learning outcomes. Based on data analysis, the average value of the control class for problem solving ability is 82.5% in the high category and the average value of the experimental class for problem solving ability is 90.62% in the very high category. The average value for cognitive learning outcomes for the control class is 77.2 while the average value for the experimental class is 85.7. Testing the hypothesis by using t-test analysis (t-test) at a significant level of 5% obtained a tcount value of 6.248 > ttable value of 1.684, so it can be concluded that there is an influence of the Guided Inquiry learning model on cognitive learning outcomes of class XI students at SMA Negeri 7 Tangerang in the academic year 2018/2019.

Downloads

Download data is not yet available.

References

Arikunto. (2006). Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: PT. Rineka Cipta.

______. (2008). Dasar-dasar Evaluasi Pendidikan. Jakarta: PT. Bumi Aksara.

______. (2009). Dasar-dasar Evaluasi Pendidikan. Jakarta: PT. Bumi Aksara.

______. (2010). Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: PT. Rineka Cipta.

______. (2013). Dasar-dasar Evaluasi Pendidikan. Jakarta: PT. Bumi Aksara.

Djamarah. (2011). Psikologi Belajar-Edisi Revisi. Jakarta: PT. Rineka Cipta.

Haryani, D. (2011). Pembelajaran Matematika dengan Pemecahan Masalah untuk Menumbuhkembangkan Kemampuan Berpikir Kritis Siswa. In Prosiding Seminar Nasional Penelitian, Pendidikan dan Penerapan MIPA (pp. 121-126). Yogyakarta, Indonesia: Universitas Negeri Yogyakarta.

Indri, A. (2011). Analisis Pengaruh Capital Adequacy Ratio (CAR), Net Interest Margin (NIM) dan Loan to Deposit Ratio (LDR) terhadap Return on Asset pada Perusahaan Perbankan yang Listing di Bursa Efek Indonesia Periode 2006-2010. Tugas Akhir. Politeknik Negeri Semarang.

Jacobsen, D. A., Eggen, P., & Kauchak, D. (2009). Methods for Teaching: Promoting Student Learning in K-12 Classrooms. Florida: Preason Education.

Joyce, B., & Weil, M. (2003). Models of Teaching. New Delhi: Prentice HaII of India.

Kennedy, L. M., & Tipp, S. (1994). Guiding Children’s of Learning of Mathematics. California: Wadworth Publishing Company.

Lestari, R., Noer, S. H., & Gunowibowo, P. (2019). Pengaruh Pembelajaran Inkuiri Terbimbing terhadap Kemampuan Berpikir Reflektif Matematis dan Self Confidence. Jurnal Pendidikan Matematika UNILA, 7(1), 37-50.

Lufri. (2007). Strategi Pembelajaran Biologi. Padang: UNP Press.

Purwanto. (2008). Metodologi Penelitian Kuantitaf untuk Psikologi dan Pendidikan. Yogyakarta: Pustaka Pelajar.

Slameto. (2003). Belajar dan Faktor-faktor yang Mempengaruhinya. Jakarta: PT. Rineka Cipta.

Sudjana, N. (2004). Penilaian Proses Hasil Belajar Mengajar. Bandung: PT. Remaja Rosdakarya.

Sugiyono. (2010). Statistik untuk Penelitian. Bandung: CV. Alfabeta.

_____. (2011). Statistik untuk Penelitian. Bandung: CV. Alfabeta.

_____. (2013). Statistik untuk Penelitian. Bandung: CV. Alfabeta.

Suherman, S. (1990). Evaluasi Pendidikan Matematika. Bandung: Wijayakusuma.

Susanti. (2014). Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Hasil Belajar Sains Biologi Siswa Kelas VIII SMPN I Ngawen. Skripsi. Universitas Islam Negeri Sunan Kalijaga.

Syahril. (2008). Profesi Kependidikan. Padang. UNP Press.

Undang-undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. 2003. Jakarta: Pemerintah Republik Indonesia.