CHEMISTRY LEARNING WITH GUIDED INQUIRY THROUGH EXPERIMENT AND DEMONSTRATION VIEWED FROM STUDENT’S COGNITIVE ENTERY BEHAVIOR
AND SCIENTIFIC ATTITUDE
Tri Lestari *)
*) SMA Negeri 1 Kebumen Jl. Mayjen Sutoyo No. 7 Kebumen 54316, e-mail: trilestari_sman1kbm@yahoo.com
Abstract
This research has the aims to know: (1) the difference of student’s chemistry achievement between student given learning through Experiment and Demonstration Method, (2) the difference of student’s chemistry achievement between student that have high and low Cognitive Entery Behavior, (3) the difference of student’s chemistry achievement between student that have high and low scientific attitude, (4) the interaction between Experiment and Demonstration Method and cognitive entery behavior to student’s chemistry achievement, (5) the interaction between Experiment and Demonstration Method and scientific attitude to student’s chemistry achievement, (6) the interaction between cognitive entery behavior and scientific attitude to student’s chemistry achievement, and (7) the interaction between Experiment and Demonstration Method, cognitive entery behavior, and scientific attitude to student’s chemistry achievement.
This research was in State Senior High School 1 Kebumen academic year 2008/2009. Research method used is experiment method with factorial design 2 2 2. The research population was the students of Class X State Senior High School 1 Kebumen that consists of 10 class. The research sample is class X.3 and X.10 for experiment class I and class X.6 and X.8 for class experiment II. The research instruments employed were sillaby, lesson plan, student worksheet, test of cognitive entery behavior, questionnaire of students’ scientific attitude, and test of chemistry achievement. Data collected was analyzed using Analysis of Varians (ANOVA) three ways technique with α = 0,05. The result of data analysis are: (1) there is no difference of student’s chemistry achievement between student given learning through Experiment and Demonstration Method (p = 0,998 > α = 0,05). (2) there is difference of student’s chemistry achievement between student that have high and low Cognitive Entery Behavior (p = 0,000 < α = 0,05). (3) there is difference of student’s chemistry achievement between student that have high and low scientific attitude (p = 0,001 < α = 0,05). (4) there is interaction between Experiment and Demonstration Method and cognitive entery behavior to student’s chemistry achievement (p = 0,026 < α = 0,05). (5) there is no interaction between Experiment and Demonstration Method and scientific attitude to student’s chemistry achievement (p = 0,560 > α = 0,05). (6) there is interaction between cognitive entery behavior and scientific attitude to student’s chemistry achievement (p = 0,001 < α = 0,05). (7) there is no interaction between Experiment and Demonstration Method, cognitive entery behavior, and scientific attitude to student’s chemistry achievement (p = 0,333 > α = 0,05).
Key Words: Guided Inquiry, Experiment, Demonstration, Student’s Cognitive Entery Behavior, Scientific Attitude.
PEMBELAJARAN KIMIA DENGAN INKUIRI TERBIMBING MELALUI METODE EKSPERIMEN DAN DEMONSTRASI DITINJAU DARI KEMAMPUAN AWAL DAN SIKAP ILMIAH SISWA
Tri Lestari *)
*) SMA Negeri 1 Kebumen Jl. Mayjen Sutoyo No. 7 Kebumen 54316, e-mail: trilestari_sman1kbm@yahoo.com
Abstrak
Penelitian ini bertujuan untuk mengetahui: (1) perbedaan prestasi belajar kimia antara siswa yang diberi pembelajaran melalui Metode Eksperimen dan Demonstrasi , (2) perbedaan prestasi belajar kimia antara siswa yang memiliki kemampuan awal tinggi dan rendah, (3) perbedaan prestasi belajar kimia antara siswa yang memiliki sikap ilmiah tinggi dan rendah, (4) interaksi antara Metode Eksperimen dan Demonstrasi dan kemampuan awal siswa terhadap prestasi belajar kimia siswa, (5) interaksi antara Metode Eksperimen dan Demonstrasi dan sikap ilmiah siswa terhadap prestasi belajar kimia siswa, (6) interaksi antara kemampuan awal siswa dan sikap ilmiah siswa terhadap prestasi belajar kimia siswa, dan (7) interaksi antara Metode Eksperimen dan Demonstrasi , kemampuan awal siswa, dan sikap ilmiah siswa terhadap prestasi belajar kimia siswa. Penelitian ini dilaksanakan pada siswa Sekolah Menengah Atas Negeri 1 Kebumen tahun pelajaran 2008/2009. Metode penelitian yang digunakan adalah metode eksperimen dengan desain faktorial 2 2 2. Populasi penelitian adalah siswa kelas X SMA Negeri 1 Kebumen yang terdiri dari 10 kelas. Sampel penelitian adalah siswa kelas X.3 dan X.10 sebagai kelas eksperimen I serta kelas X.6 dan X.8 sebagai kelas eksperimen II. Instrumen pelaksanaan penelitian berupa silabus, RPP, LKS, naskah tes kemampuan awal, naskah angket sikap ilmiah, dan naskah tes prestasi belajar kimia. Teknik analisis data yang digunakan adalah Analisis Varians (ANAVA) tiga jalan pada taraf signifikansi α = 0,05. Hasil analisis menunjukkan bahwa: (1) Tidak ada perbedaan prestasi belajar kimia antara siswa yang diberi pembelajaran melalui Metode Eksperimen dan Demonstrasi (p = 0,998 > α = 0,05), (2) Ada perbedaan prestasi belajar kimia antara siswa yang memiliki kemampuan awal tinggi dan rendah (p = 0,000 < α = 0,05), (3) Ada perbedaan prestasi belajar kimia antara siswa yang memiliki sikap ilmiah tinggi dan rendah (p = 0,001 < α = 0,05), (4) Ada interaksi antara Metode Eksperimen dan Demonstrasi dan kemampuan awal siswa terhadap prestasi belajar kimia siswa (p = 0,026 < α = 0,05), (5) Tidak ada interaksi antara Metode Eksperimen dan Demonstrasi dan sikap ilmiah siswa terhadap prestasi belajar kimia siswa (p = 0,560 > α = 0,05), (6) Ada interaksi antara kemampuan awal siswa dan sikap ilmiah siswa terhadap prestasi belajar kimia siswa (p = 0,001 < α = 0,05), dan (7) Tidak ada interaksi antara Metode Eksperimen dan Demonstrasi , kemampuan awal siswa, dan sikap ilmiah siswa terhadap prestasi belajar kimia siswa (p = 0,333 > α = 0,05).
Kata kunci: Inkuiri terbimbing, Eksperimen, Demonstrasi, Kemampuan awal siswa, Sikap ilmiah siswa.
Tidak ada komentar:
Posting Komentar