ABSTRAK
Tujuan Penelitian ini adalah untuk: mengetahui bahwa remediasi pembelajaran Fisika menggunakan model pembelajaran Problem Based Instruction (PBI) dapat meningkatkan kemampuan kognitif Fisika pada materi Suhu dan Kalor sisiwa kelas X MIA 2 di SMA Negeri 6 Surakarta Tahun Ajaran 2014/2015.
Penelitian ini merupakan penelitian tindakan kelas (PTK). Penelitian ini dilaksanakan dalam dua siklus dengan setiap siklusnya terdiri dari perencanaan pelaksanaan tindakan observasi dan reflekasi. Subjek penelitian siswa kelas X MIA 2 SMA Negeri 6 Surakarta yang berjumlah 31 siswa. Sumber data berasal dari nilai tes remedial teaching yang diberikan pada siswa. Teknik pengumpulan data menggunakan teknik tes dan dokumentasi. Pengujian instrumen tes yang dilakukan menggunakan software QUEST. Analisis data yang digunakan yaitu analisis kualitatif untuk mendeskripsikan pelaksanaan proses pembelajaran dan analisis kuantitatif untuk mendseskripsikan pengujian hipotesis. Model penelitian yang digunakan yaitu model one-group pretes-posttest. Analisis kuantitatif digunakan untuk menguji hipotesis yang diajukan. Pengajuan hipotesis pada penelitian dianalisis menggunakan analisis multiple regression (analisis regresi berganda) untuk mengukur pengaruh antara tes remedial teaching I dan II terhadap tes formatif dan statistik uji t (1 ekor) untuk menunjukkan adanya peningkatan hasil belajar siswa pada tes formatif.
Berdasarkan hasil penelitian serta hasil analisis data, dan pembahasan, disimpulkan bahwa: (1) remedial teaching menggunakan model pembelajarn problem based instrucion (PBI) pada materi Suhu dan Kalor dapat dilakukan. Remedial Teaching dapat membantu mengatasi kesulitan belajar sehingga mencapai KKM, (2) ada sumbangan yang signifikan dari tes remedial teaching I dan II terhadap tes formatif menggunakan model pembelajaran Problem Based Instrucion (PBI) pada materi Suhu dan Kalor. Berdasarkan hasil analisis data diperoleh bahwa: (a) tes remedial teaching I memberikan sumbangan relatif=1,62 % dan sumbangan efektif=0,58 % terhadap tes formatif (b) tes remedial teaching II memberikan sumbangan relatif=10,54 % dan efektif=37,62 % terhadap tes formatif, (3) ada peningkatan hasil belajar siswa pada tes formatif setelah mengikuti remedial teaching. Berdasarkan hasil analisis data diperoleh bahwa thitung=15,74 yang nilainya lebih besar dari ttable pada taraf signifikansi 5 %=1,6972 atau thitung=15,74 > ttabel=1,6972, sehingga dapat disimpulkan bahwa hasil belajar siswa pada tes formatif lebih baik daripada tes ulangan harian setelah mengikuti remedial teaching.
Kata kunci: remedial teaching, model pembelajaran, Problem Based Instruction, Suhu dan Kalor.
ABSTRACT
This research is intended to: investigate that the remedial teaching with the implementation of Problem Based Instruction can improve students’ cognitive competence on Temperature and Heat material.
This research is a Classroom Action Research (CAR). It went through two cycles in which the stages of planning, action, observing, and reflection were deployed. Being the subject of this research was 31 students of class X MIA 2 SMA NEGERI 6 Surakarta. The data sources were taken from the students’ test score after the remedial teaching. The data were collected through test and documentation. The test instrument had been examined by using QUEST software. The data were distinguished into qualitative and quantitative data, thus, the descriptive analysis and hypothesis test were used as data analysis technique. The research model adopted in this research was one-group pretest-posttest. The quantitatve analysis was used to examine the hypothesis. The hypothesis was analyzed by using multiple regression analysis to know the influence between remedial teaching I and II towards the formative test and t test (1 tile) to show the improvement of students’ learning achievement in the formative test.
Based on the result of the research, it can be concluded that: (1) the remedial teaching with the implementation of Problem Based Instruction particularly on the temperature and heat material could effectively be conducted. Remedial teaching could help students reach the passing grade score, (2) there was a significant contribution toward the students formative test score. (a) In the remedial teaching test I, the relative contribution was 1,62 % and the effective contribution was 0,58 %. (b) In the remedial teaching test II, the relative and effective contribution on the formative score, respectively, were 105,37 % and 37,62 %. (3) there was an improvement on the students’ achievement of the formative test after the remedial teaching was done. Based on the analysis, it was got that tcritical, that was. 15,74 was bigger than the ttable on 5 % of significance level, that was 1,6972 or tcritical=15,74 > ttable=1,6972, thus, it can be concluded that the students’ achievement on the formative test was better than the daily examination after the implementation of remedial teaching.
Key words: remedial teaching, the implementation of Problem Based Instruction, Temperature and Heat.