PENERAPAN STRATEGI STUDENT QUESTION VS TEACHER QUESTION TERHADAP PENGUASAAN KONSEP DAN KEMAMPUAN BERPIKIR SISWA

ZAHROTUL AINIYAH

Abstract


Abstrak


Penelitian ini bertujuan menguji perbedaan penguasaan konsep dan kemampuan berpikir siswa antara diterapkannya strategi student question dan teacher question. Jenis penelitian ini ialah pre eksperimental, dengan menggunakan dua kelas sebagai sasaran penelitian yaitu siswa kelas VII-H dan VII-I SMP Negeri 4 Kediri Tahun ajaran 2013-2014 dengan masing-masing sebanyak 32 siswa. Rancangan penelitian yang digunakan ialah desain  “Pretest and Postest Group”. Pelaksanaan penelitian dilakukan dalam dua kali pertemuan, siswa diberikan pretest di awal dan postest di akhir proses pembelajaran untuk mengukur penguasaan konsep sekaligus kemampuan berpikir siswa. Dari hasil penelitian dan analisis data, diketahui bahwa penguasaan konsep siswa kelas student question dengan rerata individu 86,88 dan ketuntasan klasikal 100%, sedangkan pada kelas teacher question dengan rerata individu 83,13 dan ketuntasan klasikal 90,63%. Kemampuan berpikir siswa kelas student question dengan rerata 13,72, sedangkan pada kelas teacher question dengan rerata 13,47.  Berdasarkan hasil uji normalitas penguasaan konsep kelas student question diperoleh bahwa kelas berdistribusi normal dengan χhitung< χtabel (7,67<12,6) dan pada kelas teacher question bedistribusi normal χhitung< χtabel (4,68<12,6) dengan α=0,05 sedangkan uji normalitas kemampuan berpikir pada kelas student question diperoleh bahwa kelas berdistribusi normal dengan χhitung< χtabel (7,04<11,1) dan pada kelas teacher question bedistribusi normal χhitung< χtabel (3,01<11,1) dengan α=0,05. Berdasarkan uji t-dua pihak penguasaan konsep didapatkan thitung < ttabel (α=0,05), dengan  thitung sebesar 0,26 dan  ttabel sebesar 1,98, sedangkan uji t-dua pihak kemampuan berpikir siswa didapatkan thitung < ttabel (α=0,05), dengan  thitung sebesar 0,08 dan  ttabel sebesar 1,98. Berdasarkan uji t-dua pihak menunjukkan hasil strategi student question dan teacher question tidak memiliki perbedaan. Hal ini menunjukkan bahwa penerapan strategi student question vs teacher question tidak berpengaruh dalam proses pembelajaran. Hasil pengamatan menunjukkan bahwa keterlaksanaan strategi student question dan teacher question telah dikelola sesuai sintaks dengan kategori sangat baik (85,8% dan 89,3%). Berdasarkan hasil angket diketahui bahwa siswa kelas student question merespon positif terhadap pembelajaran yang telah berlangsung dengan kriteria sangat baik (94,7%) dan pada kelas teacher question merespon positif terhadap pembelajaran yang telah berlangsung dengan kriteria sangat baik (90,4%). Ini menunjukkan bahwa tidak ada pengaruh penerapan antara strategi student question vs teacher question terhadap penguasaan konsep dan kemampuan berpikir siswa, sehingga dalam penelitian ini dapat disimpulkan bahwa tidak terdapat perbedaan penguasaan konsep siswa yang diajarkan dengan strategi student question vs teacher question, tidak terdapat perbedaan kemampuan berpikir siswa yang diajarkan dengan strategi student question vs teacher question, keterlaksanaan pembelajaran yang dilakukan guru pada kelas student question dan teacher question menunjukkan bahwa guru telah  mengelola kelas dengan sangat baik pada setiap  aspek meliputi pendahuluan, kegiatan inti, penutup, pengelolaan kelas dan suasana kelas dengan rata-rata berturut-turut sebesar 85,8% dan 89,3% serta siswa pada kelas student question dan teacher question memberikan respon positif terhadap pembelajaran sebagaimana terlihat antusiasme serta keaktifan dalam proses pembelajaran.


Kata kunci:  Student Question, Teacher Question, Penguasaan Konsep, Kemampuan Berpikir


Abstract


This research aims to verify the difference of student concept mastery and thinking ability between the implementation strategy of student question and teacher question. Type of this research was pre-experimental research, with using two classes as research targets they were classroom VII-H and VII-I SMP Negeri 4 Kediri academic year 2013-2014 which had 32 students. Research planning used was pretest and posttest design. Research performed in two lessons. Formerly, students were given pretest and posttest at the end of learning process to measure the concept mastery and thinking ability of students. Based on result of research and data analysis, known that students concept mastery of student question classroom had individual mean 86.88 and classical completeness 100%; while at teacher question classroom had individual mean 83.13 and classical completeness 90.63%. Students thinking ability of student question classroom had mean 13.72, while at teacher question classroom had mean 13.47. Based on normality test concept mastery of student question classroom obtained normal distribution classroom with χcalculation  < χtable (7.67<12.6) and at teacher question classroom distributed normally with χcalculation  < χtable (4.68<12.6) with     α=0.05. Normality test for thinking ability at student question classroom obtained normal distribution with χcalculation  < χtable (7.04<11.1) and at teacher question classroom normally distributed χcalculation  < χtable (3.01<11.1) with α=0.05. Based on two samples t-test, concept mastery obtained tcalculation < ttable (=0.05), with tcalculation 0.26 and ttable 1.98, while two samples t-test of students thinking ability obtained tcalculation < ttable (a=0.05), with tcalculation 0.08 and ttable 1.98. Based on two samples t-test shows both of student question strategy and teacher question strategy had no difference. This is shows that the implementation of student question strategy Vs teacher question strategy not affected in learning process. The observation result shows that the implementation of student question strategy and teacher question strategy had been managed as syntax with very good category (85.8% and 89.3). Based on questionnaire result known that student of classroom student question gave positive response on conducted instruction with very good criteria (94.7%) and at classroom teacher question gave positive response on conducted instruction with criteria very good (90.4%). This is shows that no effect of the implementation of student question strategy Vs teacher question strategy on concept mastery and student thinking ability.


Keywords: Student Question, Teacher Question, Concept Mastery, Thinking Ability. 


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