PENERAPAN PEMBELAJARAN INKUIRI TERBIMBING MATERI STRUKTUR DAN FUNGSI JARINGAN TUMBUHAN TERHADAP KOMPETENSI BELAJAR SISWA KELAS VIII-B SMP NEGERI 2 SUKODONO

DIAN EKA KHORIK LAILI

Abstract


Abstrak


Penelitian dilakukan dengan latar belakang siswa kurang aktif dalam kegiatan praktikum, diskusi, dan presentasi hasil praktikum, dan 64% siswa yang belum mencapai nilai ketuntasan mata pelajaran (75). Tujuan penelitian mendeskripsikan hasil kompetensi belajar siswa setelah dilakukan pembelajaran inkuiri terbimbing materi struktur dan fungsi jaringan tumbuhan ditinjau dari kemampuan inkuiri pada ranah kognitif yang disertai kompetensi psikomotor dan afektif. Desain yang digunakan “pre-test and post-test group” dengan sasaran penelitian 32 siswa kelas VIII-B SMP Negeri 2 Sukodono. Data penelitian diperoleh dengan metode observasi, tes, dan angket kemudian dianalisis secara deskriptif kuantitatif. Tahapan pembelajaran inkuiri terbimbing terlaksana dengan rata-rata 3,47 dalam kriteria baik. Berdasarkan nilai uji t berpasangan pada hasil Pre-test da n Post-test diperoleh  thitung =  7,46 dan ttabel = 2,04 dengan syarat tolak Ho jika thitung  >  ttabel yang menunjukkan terdapat perbedaan peningkatan yang signifikan. Hasil kompetensi psikomotor dan afektif siswa sebesar 91 dan 89 dalam kriteria sangat. Terdapat 2 kemampuan inkuiri siswa berkriteria sangat baik, yaitu kemampuan merumuskan masalah dan menggunakan alat dan teknik untuk memperoleh data. Namun, 4 kemampuan berkriteria baik, yaitu merancang suatu penyelidikan, menjelaskan data dengan argumen yang logis dan kritis, menganalisis penjelasan, dan mengkomunikasikan hasil penyelidikan. Siswa memberikan respons sangat baik (> 50%) untuk pernyataan positif terhadap pembelajaran inkuiri terbimbing. Berdasarkan uraian dapat disimpulkan penerapan inkuiri terbimbing materi struktur dan fungsi jaringan tumbuhan terhadap kompetensi belajar siswa dalam kriteria yang baik walaupun perlu bimbingan penuh dalam melakukan pembelajaran.


Kata kunci: pembelajaran inkuiri terbimbing, kompetensi belajar, kemampuan inkuiri, materi struktur dan fungsi jaringan tumbuhan.


Abstract


The research was conducted with students's backgrounds are less active in practical activities, discussions, and presentations of lab results, and 64% of students who have not reached the value of mastery of the subjects (75). Research purposes to describe the results of student competency after the guided inquiry learning materials plant tissue structure and function in terms of the cognitive abilities of inquiry accompanied psychomotor and affective competency. Design used "pre-test and post-test group" with targeting research of 32 students of class VIII-B SMP Negeri 2 Sukodono. The data were obtained by the methode of observation, tests, and questionnaires were analyzed by descriptive quantitative. Guided inquiry learning stages performing an average of 3.47 in both criteria. Based on the t-test on the results of pre-test and post-test obtained t = 7.46 and t table = 2.04 with the proviso reject Ho if t > t table that shows there are significant differences in improvement. Psychomotor and affective competency results for 91 and 89 students in the very good criteria. There are 2 criteria of student inquiry skills are very good, namely the ability to formulate problems and use tools and techniques to obtain the data. However, 4 skills of both criteria, namely designing of investigation, describes the data with a logical argument and critically, analyzing explanations, and communicate the results of the investigation. Students gave an excellent response (> 50%) for a positive statement on guided inquiry learning. Based on the description it can be concluded the application of guided inquiry materials structure and function of plant tissue against the criterion of competence students need to be good although the full guidance in doing the learning.


Keywords: guided inquiry learning, learning competencies, inquiry’s ability, material structure and function of plant tissue.


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