ABSTRAK
Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model Survey, Question, Read, Reflect, Recite, Review (SQ4R) melalui peta pikir dan peta konsep dan hubungannya dengan prestasi belajar siswa.
Penelitian ini menggunakan metode kuasi eksperimen populasinya adalah semua siswa kelas VIII SMP Negeri 3 Jatisrono Tahun Pelajaran 2012/2013 terdiri dari 7 kelas sampel diambil dengan teknik Purposive Sampling, terdiri dari 2 kelas, kelas pertama untuk model Survey, Question, Read, Reflect, Recite, Review (SQ4R) melalui peta konsep dan kelas kedua melalui peta pikir, teknik pengumpulan data prestasi belajar kognitif, kreativitas motivasi belajar menggunakan metode test, sedangkan data prestasi efektif & psikomotorik menggunakan angkat uji hipotesis menggunakan analisis variasi tiga jalan dengan desain faktorial 2x2x2
Hasil penelitian menunjukkan: 1) ada pengaruh pembelajaran IPA Biologi menggunakan model SQ4R melalui peta konsep dan peta pikir terhadap prestasi belajar kognitif, afektif, dan psikomotorik. 2)tidak ada pengaruh motivasi belajar siswa terhadap hasil belajar kognitif, afektif, dan psikomotorik. 3) ada pengaruh kreativitas terhadap prestasi belajar baik kognitif, afektif, maupun psikomotorik. 4) tidak ada interaksi antara penggunaan model SQ4R melalui peta konsep dan peta pikir dengan motivasi belajar siswa terhadap prestasi belajar kognitif, afektif maupun psikomotorik. 5) ada interaksi penggunaan model SQ4R melalui peta konsep dan peta pikir dengan kreativitas siswa terhadap prestasi kognitif, afektif maupun psikomotorik. 6) ada interaksi antara kreativitas dengan motivasi belajar siswa terhadap prestasi belajar kognitif, afektif dan psikomotorik. 7) ada interaksi antara metode pembelajaran, kreativitas dan motivasi belajar terhadap prestasi belajar kognitif tetapi tidak pada prestasi belajar afektif dan psikomotorik. Berdasarkan hasil penelitian disarankan untuk guru agar menerapkan model dan metode pembelajaran yang sesuai dengan karakteristik, materi, memperhatikan kreativitas, motivasi sebagai faktor internal siswa, serta melatih siswa untuk membuat pemetaan konsep.
Kata kunci : model SQ4R, peta konsep, peta pikir, kreativitas, motivasi.
ABSTRACT
The research purposed to determine the effect of the use model through concept mapping and mind mapping, creativity, and its interction between each variable toward biologycal student achievement.
The research used quasi eksperiment method. The population was all students in grade VIII of SMP Negeri 3 Jatisrono in the academic year for 2012/2013, consisted of 7 clasess. The sample was taken using purposive sampling, consisted of 2 classes. The first class was treated using SQ4R model through concept mapping and the second class was treated using SQ4R model through mind mapping. The data was collected using test method for students cognitive, and psycomotor achievement, students creativity and studentsverbal ability,and questionaire method for student affective achievement. The hypothesis were tested using three ways analysis of variance with 2x2x2 factorial design.
The result showed that: 1) There was an effect of biologycal learning using SQ4R model through concept mapping and mind mapping to ward students cognitive and affective achievement psycomotor achievement. 2) There was not effect of student’s motivation toward cognitive, affective, and psycomotor achievement.3) There was an effect of student creativity toward cognitive, affective, and psycomotor achievement.4) There was not an interction between using SQ4R model trough concept mapping and mind mapping with student’s motivation toward cognitive, affective, and psycomotor achievement. 5) There was an interaction between using SQ4R model through concept mapping and mind mapping with students creativity toward cognitive, affective, and psycomotor achievement. 6) There was an interaction between students’ creativity with students’ motivation ability toward cognitive, affectiv, and psycomotor achievement. 7) There was an interaction between learning methods, student’s creativity, and student’s motivation toward cognitive, but not for affective, and psycomotor achievement. Based from the research are advised to apply the learning models and methods according to the characteristic of the material, pay attention to creativity and motivation as an internal factors of students’ and train the students to make concept/ mind mapping.
Keyword: SQ4R model, concept mapping, mind mapping, students’ creativity students.
