Model pembelajaran inkuiri terbimbing melalui lab riil dan virtuil ditinjau dari gaya belajar dan kemampuan berpikir abstrak

Oleh :
Sudarmi - S830908146 -

ABSTRACT The purposes of the research are to find: 1) the difference of student achievement between guided inquiry teaching and learning models through real and virtual lab, 2) the difference of student achievement between student who has high and low abilities of abstract thinking, 3) the difference of student achievement between student who has kinesthetic and visual learning style, 4) the interaction between guided inquiry teaching and learning model through real and virtual lab with learning style to physics learning achievement, 5) the interaction between guided inquiry teaching and learning model through virtual lab with the ability of abstract thinking to the physics learning achievement, 6) the interaction between guided inquiry teaching and learning model through real lab and the ability of abstract thinking and learning style to physics learning achievement, 7) the interaction between guided inquiry teaching-learning model through virtual lab, learning style and abst ract thinking ability to the achievement. The research was carried out from Mart 2009 to December 2009 in SMAN 1 Pati, Year 2008/2009. The number of population classes were chosen for experiment consisted of 9 classes with 339 students. The sample consisted of, 2 classes taken using cluster random sampling technique. The data was collected using test method for student achievement and questioner for student’s ability of abstract thinking and student ‘ learning style. The hypotheses were using ANOVA with 2x2x2 factorial design and continued by Scheffe Tes From data analysis, it is concluded that: 1) there is differences in student achievement between guided inquiry teaching and learning models through real and virtual lab since Fcount = 13,874 with probability (p) = 0.000. Since p < 0.05; 2) there is not differences in student achievement between student who has high level of abstract thinking ability and low level, since P = 0.183 > α = 0.05; 3) there is not differences in student achievement between student who kinesthetic and visual learning styles, since P = 0.835 > α = 0.05; 4) there is no interaction between guided inquiry teaching-learning model through virtual lab with learning style physics learning achievement because P = 0.835 > α = 0.05; 5) there is no interaction between guided inquiry teaching-learning model and abstract thinking ability on physics learning achievement because P = 0.852 > α = 0.05; 6) there is no interaction between guided inquiry teaching-learning model through real lab of abstract thinking ability with learning style on physics learning achievement because P = 0.555 > α = 0.05; 7) there is no interaction between guided inquiry teaching-learning model through virtual lab with learning style and abstract thinking ability on learning achievement because P = 0.447 > α = 0.05. ABSTRAK Tujuan dari penelitian ini adalah : untuk mengetahui 1) perbedaan prestasi siswa antara model pembelajaran inkuiri terbimbing melalui lab riil dan lab virtuil, 2) perbedaan prestasi siswa antara kemampuan berfikir abstrak tinggi dan rendah, 3) perbedaan prestasi antara gaya belajar kinestetik dan visual, 4) interaksi antara model pembelajaran inkuiri terbimbing dengan gaya belajar terhadap prestasi belajar fisika, 5) interaksi antara model pembelajaran inkuiri terbimbing dan kemampuan berfikir abstrak terhadap prestasi belajar fisika, 6) interaksi antara kemampuan berfikir abstrak dan gaya belajar terhadap prestasi belajar fisika. 7) interaksi antara model pembelajaran inkuiri terbimbing, gaya belajar dan kemampuan berfikir abstrak terhadap prestasi belajar fisika. Penelitian dilaksanakan pada bulan Maret sampai Desember Tahun Pelajaran 2008/2009, tempat penelitian : di SMA N 1 PATI. Jumlah Populasi 9 kelas terdiri dari 339 siswa diambil 2 kelas eksperimen menggunakan teknik random sampling. Metode yang digunakan dalam penelitian adalah eksperimen, sebagai variabel bebasnya adalah model pembelajaran inkuiri terbimbing melalui lab riil dan virtuil, variabel atributnya adalah kemampuan berfikir abstrak dan gaya belajar, sedang variabel terikatnya prestasi belajar. Data penelitian diambil dari tes untuk kemampuan berfikir abstrak dan prestasi sedangkan gaya belajar dengan mengisi angket. Analisis data dengan menggunakan Analisis Varians (ANOVA) 3 jalan dengan desain faktorial 2x2x2. Dari analisis data dapat disimpulkan: 1) terdapat perbedaan prestasi siswa antara model pembelajaran inkuiri terbimbing melalui lab riil dan lab virtuil, didapat nilai F hitung = 13,874 dengan probabilitas (p) = 0,000. Model pembelajaran lab riil lebih unggul bila dibandingkan model pembelajaran lab virtuil, 2 tidak ada pengaruh kemampuan berfikir abstrak terhadap prestasi belajar fisika, karena P= 0,183 > =0,05, 3) tidak ada perbedaan gaya belajar kinestetik dan visual terhadap prestasi belajar fisika, karena P= 0,835 > =0,05, 4) tidak ada interaksi model pembelajaran inkuiri terbimbing dengan gaya belajar terhadap prestasi belajar fisika, karena P= 0,785 > =0,05, 5) t idak ada interaksi model pembelajaran inkuiri terbimbing dan kemampuan berfikir abstrak terhadap prestasi belajar fisika, karena P= 0,852 > =0,05, 6) tidak ada interaksi antara kemapuan berfikir abstrak dan gaya belajar terhadap prestasi belajar fisika karena P= 0,555 > =0,05, 7) tidak ada interaksi antara model pembelajaran inkuiri terbimbing, gaya belajar dan kemampuan berfikir abstrak terhadap prestasi. Karena P= 0,447 > =0,05,