Perbedaan Keterampilan Generik Sains Antara Model Pembelajaran Berbasis Masalah Dengan Inkuiri Terbimbing Ditinjau Dari Kemampuan Berpikir Kritis Siswa SMA
DOI:
10.29303/jpft.v5i1.887Published:
2019-03-06Issue:
Vol. 5 No. 1 (2019): Januari - JuniKeywords:
Problem Based Learning, Guided Inquiry, Generic Science Skills, Critical Thinking SkillsArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
This study aims:1) To determine the differences in generic science skills of high school students in the problem-based learning model and guided inquiry, 2) To determine the differences in generic science skills of students who have high critical thinking skills are better than generic science skills students who have low critical thinking skills, 3) To find out the interaction between learning models with the ability to think critically about the generic skills of science of high school students. The type of research used in this study was an experiment. Sampling in this study was carried out by cluster random sampling divided into two classes, namely the first experimental class applied to problem-based learning models and the second experimental class using guided inquiry learning. From the results of this study it can be concluded that the generic science skills of students who use the guided inquiry learning model are better than the problem-based learning model, generic science skills students with high critical thinking skills are better than generic science skills students with low critical thinking skills, and there is no interaction between problem-based learning models and guided inquiry with the ability to think critically towards generic science skills of high school students.
References
Agustinaningsih, W., Sarwanto., & Suparmi. 2014. Pengembangan Instruksi Praktikum Berbasis Keterampilan Generik Sains pada Pembelajaran Fisika Materi Teori Kinetik Gas Kelas XI IPA SMA Negeri 8 Surakarta Tahun Ajaran 2012/2013. Jurnal Inkuiri: 3(1). 50-61.
Aditya, D., Suyanto, E., & Viyanti. 2013. Pengaruh Kemampuan Beprikir Kritis dan Gaya Belajar terhadap Hasil Belajar. Jurnal FKIP Unila. 3(1): 133-141.
Azka, R. M., Purwandari., & Sasono, M. 2017. Pembelajaran Fisika dengan Metode Eksperimen dan Metode Demonstrasi Menggunakan Model PBL (problem based learning) Ditinjau dari Kemampuan Berpikir Kritis Siswa. Prosiding Seminar Nasional Pendidikan Fisika III 2017. Madiun, 15 Juli 2017.
Diani, R., Saregar, A., & Ifana, A. 2016. Perbandingan Model Pembelajaran Problem Based Learning dan Inkuiri Terbimbing terhadap Kemampuan Berpikir Kritis Peserta Didik. Jurnal Penelitian Pembelajaran Fisika. 2(7): 147-155.
Firmansyah A., Kosim., & Ayub, S. 2015. Pengaruh Model Pembelajaran Berbasis Masalah dengan Metode Eksperimen pada Materi Cahaya terhadap Hasil Belajar Fisika Siswa Kelas VIII SMPN 2 Gunungsari Tahun Ajaran 2014/2015. Jurnal Pendidikan Fisika dan Teknologi. 3(1): 154-159.
Hutapea, F., & Motlan. 2015. Pengaruh Model Pembelajaran Inquiry Training dan Kemampuan Berpikir Kritis terhadap Keterampilan Proses Sains Siswa SMA. Jurnal Pendidikan Fisika. 4(2): 55-62.
Karim & Normaya. 2015. Kemampuan Berpikir Kritis Siswa dalam Pembelajaran Matematika dengan Menggunakan Model JUCAMA di Sekolah Menengah Pertama. EDU-MAT Jurnal Pendidikan Matematika. 3(1): 92-104.
Kosasih, E. 2014. Strategi Belajar dan Pebelajaran Implementasi Kurikulum 2013. Bandung: Yrama Widya.
Kusdiwelirawan, A., Hartini, T. I., & Najihah, A. R. 2015. Perbandingan Peningkatan Keterampilan Generik Sains antara Model Inquiry Based Learning dengan Model Problem Based Learning. Jurnal Fisika dan Pendidikan Fisika. 1(2): 19-23.
Marpaung, R., & Derlina. 2018. Analisis Keterampilan Generik Sains Siswa dengan Menerapkan Model Pembelajaran Inquiry Training dan Kemampuan Berpikir Kritis Siswa. Jurnal Pendidikan Fisika. 1(7): 37-46.
Nurmayani, L., Doyan, A., & Verawati, S. P. 2018. Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Kemampuan Berpikir Kritis Peserta Didik. Jurnal Pendidikan Fisika dan Teknologi. 1(4): 98-104.
Octafiana, H., Zulfiani., & Miranto, S. 2015. Perbedaan Keterampilan Generik Sains antara Siswa yang Menggunakan Model Pembelajaran Inkuiri Terstruktur dengan Siswa yang Menggunakan Model Pembelajaran Inkuiri Terbimbing pada Konsep Sel. Edusains: 2(7): 188-190.
Purwati, R., Hobri., & Fatahillah. 2016. Analisis Kemampuan Berpikir Kritis Siswa dalam Menyelesaikan Masalah Persamaan Kuadrat pada Pembelajaran Model Creative Problem Solving. Kadikma. 7(1): 84-93.
Raehanah., Mulyani, S., & Saputro, S. 2014. Pembelajaran Kimia Menggunakan Model Problem Solving Tipe Search Solve Create and Share (SSCS) dan Cooperative Problem Solving (CPS) Ditinjau dari Kemampuan Berpikir Kritis dan Kemampuan Matematis. Jurnal Inkuiri. 1(3): 19-27.
Setyosari, P. 2015. Metode Penelitian Pendidikan dan Pengembangan. Jakarta: Kencana.
Sundayana, R. 2014. Statistika Penelitian Pendidikan. Bandung: Alfabeta.
Trianto. 2014. Mendesain Model Pembelajaran Inovatif-Progresif. Jakarta: Prestasi Pustaka.
Yahya, F., & Fitriyanto S. 2016. Pengaruh Model Pembelajaran Berbasis Masalah Berbantuan Simulasi Interaktif Terhadap Keterampilan Generik Sains Siswa SMA pada Materi Elastisitas. Jurnal Pendidikan Fisika dan Teknologi. 2(3): 136-141.
Yuniarita, F. 2014. Penerapan Pembelajaran Inkuiri Terbimbing untuk Meningkakan Keterampilan Generik Sains Siswa SMP. Jurnal Pengajaran MIPA. 19(1): 111-116.
Author Biographies
Susilawani Susilawani, Program Studi Pendidikan Fisika, Universitas Mataram
Aris Doyan, Program Studi Pendidikan Fisika, Universitas Mataram
Syahrial Ayub, Program Studi Pendidikan Fisika, Universitas Mataram
License
Authors who publish with Jurnal Pendidikan Fisika dan Teknologi (JPFT) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Jurnal Pendidikan Fisika dan Teknologi (JPFT).
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
