ABSTRAK
Penelitian ini bertujuan untuk meningkatkan kemampuan analisis dan
prestasi belajar siswa pada materi konsep mol X MIA SMA Negeri 8 Surakarta
Tahun Pelajaran 2013/ 2014 melalui penerapan model pembelajaran Problem
Posing disertai LKS.
Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang
dilaksanakan dalam dua siklus, dengan tiap siklus terdiri atas perencanaan,
pelaksanaan tindakan, observasi, dan refleksi. Subyek penelitian ini adalah
siswa kelas X MIA 3 SMAN 8 Surakarta tahun pelajaran 2013/2014. Sumber
data berasal dari guru dan siswa. Teknik pengumpulan data adalah dengan
observasi, wawancara, tes dan angket, selanjutnya data dianalisis secara
deskriptif kuantitatif.
Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan model
pembelajaran Problem Posing disertai LKS dapat meningkatkan kemampuan
analisis dan prestasi belajar siswa pada materi konsep mol garam. Pada siklus I,
persentase kemampuan analisis tinggi siswa adalah 32,00% dan meningkat
menjadi 60,00% pada siklus II. Peningkatan prestasi belajar dapat dilihat dari
aspek kognitif dan aspek Sikap. Pada aspek kognitif, ketuntasan belajar siswa
60,00% pada siklus I meningkat menjadi 88,00% pada siklus II dan aspek sikap
menunjukkan bahwa 100% siswa memiliki kategori baik pada siklus I maupun
siklus II.
Kata Kunci: Problem Posing, LKS, Kemampuan Analisis, Konsep Mol, Prestasi
Belajar
ABSTRACT
The purposes of this research were to increase analytical skill and
students learning achievement on the subject of mole concept in class X MIA 3 of
Surakarta 8 Senior High School in the academic year 2013/2014 throuh out the
implementation of learning model of Problem Posing completed by worksheet.
This research was a Classroom Action Research (CAR) that conducted
into two cycles, in each cycle consists of planning, implementation of action,
observation, and reflection. This subjects research was students of class X MIA 3
of Surakarta 8 Senior High School in the academic year of 2013/2014. Data
sources were taken from teacher and students. Data collection techniques were
trough observation, interview, test, and questionaire, then the data was analysis
according to qualitative descriptive.
Based on the result of this research, it could be concluded that the
implementation of learning model of Problem Posing completed by
worksheet could increases analytical skill and students learning achievement
on the mole concept. In the first cycle, the percentage of student with high
analytical skill was 32,00% and increased to 60,00% in second cycle.
Improvement of learning achievement could be seen from cognitive aspect
and attitude aspect. For cognitive aspects, mastery of learning students was
60,00% in the first cycle and increased to 88,00% in the second cycle. The
attitude aspect indicates the presentages of student who have good attitude
was 100% in first cycle and second cycle.
Keywords: Problem Posing, Worksheet, Analytical Skill, Mole Concept,
Learning Achievement