ABSTRAK
Penelitian ini dilakukan untuk meningkatkan kemampuan kognitif dan kemampuan komunikasi ilmiah siswa kelas X MIA 5 SMA Negeri 2 Surakarta  tahun pelajaran 2014/2015 dengan menggunakan Modul Fisika Scientific Approach materi Fluida Statis.
Penelitian ini merupakan Penelitian Tindakan Kelas (Classroom Action Research) yang dilaksanakan dalam dua siklus. Setiap siklus diawali tahap persiapan dilanjutkan tahap pelaksanaan siklus yang terdiri dari perencanaan tindakan, pelaksanaan tindakan, observasi dan evaluasi, serta refleksi. Subyek penelitian adalah siswa kelas X MIA 5 SMA Negeri 2 Surakarta tahun pelajaran 2014/2015 sebanyak 32 siswa. Data diperoleh melalui pengamatan (observasi), angket, wawancara dengan guru dan siswa, dan kajian dokumen. Teknik analisis data yang digunakan adalah teknik deskriptif kualitatifdan didukung data kuantitatif.
Berdasarkan hasil penelitian, disimpulkan bahwa: (1)penggunaan modul fisika scientific approachdapat meningkatkan kemampuan kognitif siswa materiFluida Statis kelas X MIA 5 SMA Negeri2Surakarta  tahun pelajaran 2014/2015. Persentase ketercapaian kemampuan kognitif siswa  meningkat daripra siklus sebesar 41%,siklus I sebesar 72% dan siklus II sebesar 81%.(2) penggunaan modul fisika scientific approachdapat meningkatkan kemampuan komunikasi ilmiah siswa materi Fluida Statis kelas X MIA 5 SMA Negeri2Surakarta  tahun pelajaran 2014/2015. Dari indikator komunikasi ilmiah yang ditentukan diperoleh hasil sebagai berikut: (a) menyusundan menyampaikan laporan secara sistematik dan jelas diperoleh hasil pra siklus sebesar64,30%, siklus I sebesar 79,04%, siklus II sebesar 89,84%, (b)menjelaskan hasil percobaan diperoleh hasil pra siklus sebesar 66,02%, siklus I sebesar 71,88%, siklus II sebesar 89,06%, (c) mendiskusikan hasil percobaan diperoleh hasil pra siklus sebesar 52,74%, siklus I sebesar 66,93%, siklus II 83,33%, (d) mengklasifikasikan data dan menyusun data diperoleh hasil  pra siklus sebesar 56,64%, siklus I sebesar 71,48%, siklus II sebesar 95,71%, (e) menggambarkan data dalam bentuk tabel, diagram, atau  grafik diperoleh hasil pra siklus sebesar39,06%, siklus I sebesar84,38%, siklus II sebesar 85,94%. Keterbatasan penelitian ini adalah sebaran soal tes kognitif pada siklus I dan siklus II tidak sama.
Kata kunci: Modul Scientific Approach, Kemampuan Kognitif, Komunikasi Ilmiah
ABSTRACT
The aimed of the research are to improve cognitive and scientific communication abilities of the 10th MIA 5 graders of SMA N 2 Surakarta in the school year of 2014/2015 using scientific approach-based physics learning module in Static Fluid material.
This study was a Classroom Action Research which conducted in two cycles. Each cycle started with preparation, and then continued with cycle implementation stage consisting of planning, acting, observing and evaluation, and reflecting. The subject of research was the 10th MIA 5 graders of SMA N 2 Surakarta in the school year of 2014/2015, consisting of 32 students. The data was obtained through observation, interview with teacher and students, and document study. Techniques of analyzing data employed were descriptive qualitative and supported by quantitative ones.
Considering the result of research, the following conclusions could be drawn. (1) The use of scientific approach-based physics learning module could improve cognitive ability of the 10th MIA 5 graders of SMA N 2 Surakarta in the school year of 2014/2015 in Static Fluid material. It could be seen from percentage gain of students’ cognitive ability increasing from 41% in pre-cycle, to 72% in cycle I and 81% in cycle II, (2) the use of scientific approach-based physics learning module could improve scientific communication ability of the 10th MIA 5 graders of SMA N 2 Surakarta in the school year of 2014/2015 in Static Fluid material. From the specified indicator of scientific communication, the following results were obtained: (a) the students wrote and presented report systematically and clearly with score of 64.30% in pre-cycle, 79.04% in cycle I, and 89.84% in cycle II, (b) the students explained the result of experiment with score of 66.02% in pre-cycle, 71.88% in cycle I, and 89.06% in cycle II, (c) the students discussed the result of experiment with score of 52,74% in pre-cycle, 66.93% in cycle I, and 83.33% in cycle II, (d) the students classified and organized data with score of 56.64% in pre-cycle, 71.48% in cycle I, and 95.71% in cycle II, and (e) the students represented data in the form of table, chart and graph with score of 39.06% in pre-cycle, 84.38% in cycle I, and 85.94% in cycle II. The limitations of this study was about the distribution of cognitive tests in first cycle and the second cycle was not same.
Keywords: Scientific Approach Module, Cognitive Ability, Scientific Communication