IMPLEMENTASI PEMBELAJARAN PENEMUAN TERBIMBING PADA MATERI PENCEMARAN LINGKUNGAN UNTUK MELATIHKAN KETERAMPILAN PROSES SAINS SISWA DI SMP NEGERI 3 WARU

LELLY ZENI ARLITA

Abstract


Abstrak


Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan pembelajaran, mendeskripsikan aktivitas keterampilan proses sains selama proses pembelajaran, mendeskripsikan hasil belajar keterampilan proses sains, dan mendeskripsikan respon siswa dengan penerapan model pembelajaran penemuan terbimbing. Jenis penelitian yang digunakan adalah Pre-Experimental Design dengan rancangan penelitian menggunakan one group pre-test and post-test Design. Hasil penelitian menunjukkan bahwa keterlaksanaan pembelajaran terlaksana ditunjukkan pada tiap aspek dan fase memiliki rata-rata kriteria baik sekitar 3,00-3,42 dan rata-rata kriteria sangat baik sekitar 3,50-3,75. Adapun aktivitas keterampilan proses sains dari pertemuan 1 ke pertemuan 2 mengalami peningkatan yaitu  merumuskan masalah, merumuskan hipotesis, mengidentifikasi variabel, merancang percobaan, menganalisis data, menyimpulkan dan mengkomunikasikan dengan persentase rata-rata siswa yang dapat mengerjakan sendiri. Peningkatan pengetahuan keterampilan proses sains siswa memperoleh n-gain score rata-rata sebesar 0,67 dengan kriteria sedang dan mencapai ketuntasan klasikal sebesar 73%. Siswa memberikan respon yang positif terhadap model pembelajaran penemuan terbimbing pada materi pencemaran lingkungan untuk melatihkan keterampilan proses sains memperoleh persentase rata-rata sebesar 92,01% (sangat kuat).


Kata kunci: Penerapan, Model Pembelajaran Penemuan Terbimbing, Keterampilan Proses Sains, Pencemaran Lingkungan.


 


Abstract


This study is aimed to describe the feasibility of a learning process, the activity of science process skills during the learning process, the results learning outcomes of science process skills, and the response of students through the implementation of guided discovery learning model. The type of research is Pre-experimental Design with one group pretest and posttest design. The results showed that the feasibility of the learning process on each aspect and phase has an average around 3.00 to 3.42, while the very good criteria are around 3.50 to 3.75. The science process skills activities including defining a problem, formulating hypotheses, identifying variables, designing experiments, analyzing data, concluding and communicating, that comes with the average percentage of students who can work alone, has increased from 1st meeting until 2sd meeting. The Increased knowledge of science process skills students has the n-gain of an average score of 0.67 while achieving classical completeness of 73%. Student’s response positively at implementation of guided discovery learning with material of environmental pollution, obtaining an average percentage of 92.01% with very strong criteria.


Keywords: Application, Guided Discovery Learning Model, Science Process Skills, Environmental Pollution.


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