Model pembelajaran inkuiri terbimbing melalui lab riil dan virtuil ditinjau dari gaya belajar dan kemampuan berpikir abstrak
Penulis Utama
:
Sudarmi
NIM / NIP
:
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,
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Penulis Utama
:
Sudarmi
Penulis Tambahan
:
-
NIM / NIP
:
S830908146
Tahun
:
2010
Judul
:
Model pembelajaran inkuiri terbimbing melalui lab riil dan virtuil ditinjau dari gaya belajar dan kemampuan berpikir abstrak
Edisi
:
Imprint
:
Surakarta - Pascasarjana - 2010
Program Studi
:
S-2 Pendidikan Sains
Kolasi
:
Sumber
:
UNS-Pascasarjana Prog. Studi Pendidikan Sains-S830908146-2010
Kata Kunci
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Jenis Dokumen
:
Tesis
ISSN
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ISBN
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Link DOI / Jurnal
:
-
Status
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Public
Pembimbing
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Penguji
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Catatan Umum
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Fakultas
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