PENGARUH IMPLEMENTASI MODEL PEMBELAJARAN LEARNING CYCLE 5E TERHADAP KETRAMPILAN PROSES SAINS DAN HASIL BELAJAR KIMIA SISWA SMA

Abstract

Penelitian ini bertujuan untuk: (1) mendeskripsikan perbedaan keterampilan proses sains dan hasil belajar kimia antara siswa yang belajar dengan model pembelajaran Learning Cycle 5E dengan siswa yang belajar dengan menggunakan model pembelajaran langsung. (2) mendeskripsikan perbedaan keterampilan proses sains siswa yang belajar dengan model pembelajaran Learning Cycle 5E dan siswa yang belajar dengan model pembelajaran langsung. (3) mendeskripsikan perbedaan hasil belajar siswa yang belajar dengan model pembelajaran Learning Cycle 5E dan siswa yang belajar dengan model pembelajaran langsung.
Penelitian ini adalah penelitian eksperimen semu (quasi experiment) dengan rancangan non-equivalent postest only control group design. Subjek dari penelitian ini adalah siswa XI IPA 5 dan XI IPA 7 SMA N 3 Denpasar tahun pelajaran 2015/2016. Pengambilan kelas penelitian berdasarkan teknik simple random sampling Data dianalisis dengan menggunakan statistik deskriptif dan MANOVA. Sebagai tindak lanjut dari MANOVA, digunakan Least Significant Difference (LSD) untuk menguji komparasi pasangan skor rata-rata tiap kelompok perlakuan.
Hasil penelitian menunjukkan terdapat: Hasil penelitian menunjukkan bahwa: (1) keterampilan proses sains dan hasil belajar kimia siswa yang mengikuti model Learning Cycle 5E lebih baik daripada siswa yang mengikuti midel langsung (F= 239.271; p<0,05). (2) keterampilan proses sains siswa yang mengikuti model Learning Cycle 5E lebih baik daripada siswa yang mengikuti model langsung (F= 417,794; p<0,05). (3) hasil belajar kimia siswa yang mengikuti model Learning Cycle 5E lebih baik daripada siswa yang mengikuti midel langsung (F= 52.050; p<0,05).
Kata Kunci : model learning cycle 5 E, ketrampilan proses sains, hasil belajar kimia

This study aimed at describing the difference of science process skills and students’ learning outcomes in learning chemistry between students who were given Learning Cycle 5E model and students who were given direct method. (2) describing the difference of science process skills between students who were given Learning Cycle 5E model and students who were given direct method, (3) describing the difference students’ learning outcomes between students who were given Learning Cycle 5E model and students who were given direct method.
The research was conducted at SMA Negeri 3 Denpasar in academic year 2015/2016 by using non-equivalent post test only control group design. This research was analyzed by using Manova. The population of this research was XI science grade students of SMA Negeri 3 Denpasar in academic year 2015/2016 was 256 students. By using random sampling technique, there were 146 students as sample. The data were collected through conducting two tests such as science process skills test and learning outcomes test.
The data collections were tested by using multivariate analysis of variance (MANOVA). The result of the research were (1) science process skills and students’ learning outcomes for students who were given Learning Cycle 5E were better than students who were given direct method (F= 239.271; p<0,05) (2) science process skills for the students who were given Learning Cycle 5E were better than students who were given direct method (F= 417,794; p<0,05) (3) learning outcomes for students who were given Learning Cycle 5E were better than students who were given direct method (F= 52.050; p<0,05).

keyword : Learning Cycle 5E model, Science process skills, Students’ Learning Outcomes