Pembelajaran IPA berbasis masalah melalui inkuiri terbimbing dan inkuiri bebas termodifikasi ditinjau dari sikap ilmiah dan kreativitas siswa (studi kasus siswa kelas VII semester 2 SMP Negeri 5 Klaten pada kompetensi dasar mendiskripsikan peran kalor dal

Oleh :
Srining Winanti - S830908144 - Sekolah Pascasarjana

ABSTRAK Tujuan penelitian ini: Mengetahui: (1) pengaruh pembelajaran IPA berbasis masalah dengan metode inkuiri terbimbing dan metode inkuiri bebas termodifikasi terhadap prestasi belajar siswa, (2) pengaruh sikap ilmiah siswa terhadap prestasi belajar, (3) pengaruh kreativitas siswa terhadap prestasi belajar, (4) interaksi antara metode dengan sikap ilmiah siswa terhadap prestasi belajar, (5) interaksi antara metode dengan kreativitas siswa terhadap prestasi belajar, (6) interaksi antara sikap ilmiah dengan kretivitas terhadap prestasi belajar (7) interaksi antara metode, sikap ilmiah dan kreativitas terhadap prestasi belajar. Penelitian ini menggunakan metode eksperimen dengan desain faktorial 2x2x2. Populasi penelitian adalah seluruh siswa kelas VII SMP Negeri 5 Klaten tahun pelajaran 2008/2009. Sampel diambil dengan teknik cluster random sampling. Sampel terdiri dari empat kelas. Kelas eksperimen 1 adalah Inkuiri Terbimbing dan kelas eksperimen 2 adalah Inkuiri Bebas Termodifikasi. Masing-masing kelas eksperimen terdiri dari 78 siswa. Pengumpulan data menggunakan teknik tes dan angket. Data yang dianalisis homogen dan berdistribusi normal. Uji hipotesis penelitian menggunakan anava tiga jalan dengan sel tak sama dengan bantuan software SPSS 13. Uji anava menggunakan General Linear Model (GLM) dilanjutkan uji T. Soal prestasi belajar yang di uji cobakan berjumlah 50 butir soal. Setelah dilakukan uji validitas item soal, diperoleh 24 butir soal valid, α < 0,05 ada 6 butir soal mendekati valid kemudian diperbaiki sehingga menjadi valid dan 20 butir soal yang tidak valid tidak dipakai (didrop). Setelah dilakukan uji reliabilitas item soal tes prestasi belajar aspek kognitif diperoleh harga koefisien reliabilitas r11 = 0,818. Ini berarti reliabilitas instrumen prestasi belajar dikategorikan tinggi. Hasil penelitian didapatkan bahwa: (1) Ada perbedaan yang signifikan antara prestasi belajar yang ditimbulkan perbedaan metode, dimana metode inkuiri terbimbing memberikan hasil yang lebih tinggi dibanding metode Inkuiri Bebas Termodifikasi ( p = 0,000 ). (2) Terdapat perbedaan signifikan hasil belajar yang ditimbulkan oleh perbedaan sikap ilmiah rendah dan tinggi, sikap ilmiah tinggi menghasilkan hasil belajar yang lebih tinggi dengan p = 0,000 < 0,05. Sikap ilmiah maupun kreativitas yang tinggi memiliki rata-rata prestasi belajar yang lebih tinggi untuk kedua kelompok eksperimen. (3) Rata-rata prestasi belajar dari siswa dengan sikap ilmiah tinggi lebih tinggi dibanding kelompok siswa dengan sikap ilmiah rendah. Rata-rata prestasi belajar dari siswa dengan kreativitas tinggi lebih tinggi dibanding siswa dengan kreativitas rendah (p = 0,000) (4) Terdapat interaksi antara sikap ilmiah dan metode dalam mempengaruhi hasil belajar rata-rata untuk kelas dengan metode inkuiri terbimbing lebih tinggi dibanding inkuiri bebas termodifikasi (p = 0,000). (5) Terdapat interaksi antara kreativitas dan metode inkuiri dalam mempengaruhi hasil belajar (p = 0,000). (6) Tidak terdapat interaksi antara sikap ilmiah dengan kreativitas terhadap prestasi belajar (p = 0,475). (7) Tidak terdapat interaksi antara metode inkuiri, sikap ilmiah dan kreativitas terhadap prestasi belajar (p = 0,591). Kesimpulannya: Metode Inkuiri Terbimbing didukung sikap ilmiah dan kreativitas tinggi berpengaruh terhadap prestasi belajar siswa. ABSTRACT The aims of this research are to find out: (1) the effect of the problem-based learning of Natural Science through the learning methods of guided inquiry and modified independent inquiry on the students’ learning achievement Natural Science; (2) the effect of the students’ scientific attitudes on their learning achievement in Natural Science; (3) the effect of the students’ creativity on their learning achievement in Natural Science; (4) the interaction of effect between the learning methods and the students’ scientific attitudes on their learning achievement in Natural Science; (5) the interaction of effect between the learning methods and the students’ creativity on their learning achievement in Natural Science,(6) the interaction of effect between the students’ scientific attitudes and their creativity on their learning achievement in Natural Science, and (7) the interaction of effect between the learning methods, the students’ scientific attitudes, and the students’ creativity on their learning achievement in Natural Science. This research used an experimental method with the factorial design of 2 x2 x 2. Its population was all of the students in Grade VII of State Junior Secondary School 5 of Klaten in the academic year of 2008/2009. Its samples consisted of four classes, and were taken by using a cluster random sampling technique. The samples were then divided into two groups, Experimental Class I and Experimental Class II. The former was exposed to the guided inquiry, and the latter was exposed to the modified independent inquiry. Each of them had 78 students. Data of the research were gathered through achievement test instrument and questionnaire. The data analyzed were homogenous and had a normal distribution. Its hypotheses were tested by using a three-way Analysis of Variance (ANOVA) with unequal cells. The test was aided by computer with SPSS 13. The Analysis of Variance used General Linear Model (GLM), and was followed up with t test. Before the achievement test instrument was used, it was tested in terms of validity and reliability. Of its 50 items, 24 items were valid because their value was α < 0.05, 6 items were nearly valid and were revised in order to be valid, and 20 items were invalid and were not used. The coefficient of the reliability of the achievement test instrument was r11 = 0.818, indicating that the reliability of the achievement test instrument fell into high category. The results of the analysis are as follows. 1) There is a significant difference in the learning achievement caused by the different learning methods; the students using the guided inquiry learning method have higher learning achievement in Natural Science than those with the modified independent learning method (p = 0.000). 2) There is a significance difference in the learning achievement in Natural Science caused by the difference of low and high scientific attitudes; the latter results in a higher learning achievement than the former (p = 0.000< 0.05). The students with both the high scientific attitudes and the high creativity, in average, have a higher learning achievement in Natural Science for both the experimental groups. 3) The students with the high learning attitudes have higher learning achievement average in Natural Science than those with the low learning attitudes, and the students with the high creativity have a learning achievement average in Natural Science than those with the low creativity (p = 0.000). (4) There is an interaction of effect between the students’ scientific attitudes and the learning methods, which influences the learning achievement average; the students using the guided inquiry learning method have higher learning achievement in Natural Science than those with the modified independent learning method (p = 0.000). 5) There is an interaction of effect between the students’ creativity and the inquiry methods on the learning achievement in Natural Science (p = 0.000). 6) There is not any interaction of effect between the students’ scientific attitudes and the students’ creativity on their learning achievement in Natural Science (p = 0.475). 7) There is not any interaction of effect between the learning methods, the students’ scientific attitudes, and the students’ creativity on their learning achievement in Natural Science (p = 0.591). In conclusion, the guided inquiry learning method supported by the students’ high scientific attitudes and the students’ creativity has an effect on their learning achievement.