Pengaruh Implementasi Metode Inkuiri Terbimbing Berbasis Asesmen Kinerja Terhadap Hasil Belajar IPA Ditinjau Dari Sikap Ilmiah Siswa kelas VIII SMP Negeri 1 Tegallalang
Abstract
Tujuan penelitian ini untuk mengetahui pengaruh metode inkuiri terbimbing berbasis asesmen kinerja terhadap prestasi belajar IPA yang ditinjau dari sikap ilmiah siswa. Penelitian ini dilaksanakan di SMP Negeri 1 Tegallalang dengan menggunakan metode eksperimen semu dengan desain faktorial 2x2. Penelitian ini melibatkan sampel sebanyak 80 orang yang diambil dengan teknik random sampling kelas. Instrumen penelitian berupa tes prestasi belajar IPA dan kuesioner sikap ilmiah. Analisis data menggunakan ANAVA dua jalur dan uji Tukey.
Hasil penelitian menunjukkan bahwa: (1) Terdapat perbedaan prestasi belajar IPA antara siswa yang mengikuti metode inkuiri terbimbing berbasisi asesmen kinerja dan siswa yang mengikuti metode pembelajaran konvensional. (FA = 5,331; p < 0,05). Dari rata-rata hitung diketahui bahwa pada siswa yang mengikuti metode inkuiri terbimbing berbasis asesmen kinerja lebih tinggi prestasi belajar IPA daripada siswa yang mengikuti metode pembelajaran konvensional ( ). (2) Terdapat pengaruh interaksi antara metode pembelajaran dengan sikap ilmiah terhadap prestasi belajar IPA (FA = 28,89; p < 0,05). (3) Terdapat perbedaan prestasi belajar IPA antara siswa yang mengikuti metode inkuiri terbimbing berbasis asesmen kinerja dan siswa yang mengikuti metode pembelajaran konvensional pada kelompok siswa yang memiliki sikap ilmiah tinggi (Q = 7,655; p < 0,05). Dari rata-rata hitung diketahui bahwa pada siswa yang memiliki sikap ilmiah tinggi dan mengikuti metode inkuiri terbimbing berbasis asesmen kinerja lebih tinggi prestasi belajar IPA daripada siswa yang memiliki sikap ilmiah tinggi dan mengikuti metode pembelajaran konvensional ( ). (4) Terdapat perbedaan prestasi belajar IPA antara siswa yang mengikuti metode inkuiri terbimbing berbasis asesmen kinerja dengan siswa yang mengikuti metode pembelajaran konvensional pada kelompok siswa yang memiliki sikap ilmiah rendah (Q = 3,037 > Qt (dk=84;α=0,05) = 2,86). Dari rata-rata hitung diketahui bahwa pada siswa yang memiliki sikap ilmiah rendah dan mengikuti metode inkuiri terbimbing berbasis asesmen kinerja lebih rendah prestasi belajar IPA daripada siswa yang memiliki sikap ilmiah rendah dan mengikuti metode pembelajaran konvensional ( ).
Berdasarkan temuan di atas, disimpulkan bahwa penerapan metode inkuiri terbimbing berbasis asesmen kinerja dan sikap ilmiah berpengaruh terhadap prestasi belajar IPA siswa kelas VIII SMP Negeri 1 Tegallalang.
Kata Kunci : Metode Pembelajaran Inkuiri Terbimbing Berbasis Asesmen Kinerja, Sikap Ilmiah, Prestasi Belajar IPA
The aimed of this research is to determine the effect of guidance inquiry teaching and learning method based on performance assessment to the science achievement from scientific attitude. This research was conducted in SMP Negeri 1 Tegallalang by using quasy experiment with factorial design 2 x 2. The amount of this sample are 80 students. That is taken by using class random sampling technique. The research instrument is a test of science achievement and questionnaire of scientific attitude, that were analyzed using Anava AB statistic and Tukey.
The results showed that: (1) There was a difference on science achievement between the student who followed the guidance inquiry teaching and learning method based on performance assessment and conventional learning method (FA = 7,655; p < 0,05). By seeing the average we know that, students who followed the teaching learning with guidance inquiry teaching and learning method based on performance assessment was higher than students who followed the teaching learning with conventional learning method ( ). (2) There was an interaction effect between the teaching learning method and scientific attitude to the science achievement (FAB = 28,89; p < 0,05). ( 3) There was a difference on science achievement between the student who followed guidance inquiry teaching and learning method based on performance assessment and conventional learning method to the groups of students who had high scientific attitude (Q = 7,655; p < 0,05). By seeing the average we know that, students who had high scientific attitude and followed teaching learning with guidance inquiry teaching and learning method based on performance assessment was higher than students who had high scientific attitude and followed the teaching learning with conventional method ( ). (4) There was a difference on science achievement between the student who followed guidance inquiry teaching and learning method based on performance assessment and conventional learning method to the groups of students who had low scientific attitude (Q = 3,71; p < 0,05). By seeing the average we know that, students who had low scientific attitude and followed teaching learning with guidance inquiry teaching and learning method based on performance assessment was lower than students who had low scientific attitude and followed the teaching learning with conventional learning method ( ).
Based on the invention above, we can make a conclusion that guidance inquiry teaching and learning method based on performance assessment and scientific attitude has an effect to the science achievement to the eight grade students in VIII class of SMP Negeri 1 Tegallalang
keyword : The Guidance Inquiry Teaching and Learning Method Based on Performance Assessment, Scientific Attitude, Science Achievement
Hasil penelitian menunjukkan bahwa: (1) Terdapat perbedaan prestasi belajar IPA antara siswa yang mengikuti metode inkuiri terbimbing berbasisi asesmen kinerja dan siswa yang mengikuti metode pembelajaran konvensional. (FA = 5,331; p < 0,05). Dari rata-rata hitung diketahui bahwa pada siswa yang mengikuti metode inkuiri terbimbing berbasis asesmen kinerja lebih tinggi prestasi belajar IPA daripada siswa yang mengikuti metode pembelajaran konvensional ( ). (2) Terdapat pengaruh interaksi antara metode pembelajaran dengan sikap ilmiah terhadap prestasi belajar IPA (FA = 28,89; p < 0,05). (3) Terdapat perbedaan prestasi belajar IPA antara siswa yang mengikuti metode inkuiri terbimbing berbasis asesmen kinerja dan siswa yang mengikuti metode pembelajaran konvensional pada kelompok siswa yang memiliki sikap ilmiah tinggi (Q = 7,655; p < 0,05). Dari rata-rata hitung diketahui bahwa pada siswa yang memiliki sikap ilmiah tinggi dan mengikuti metode inkuiri terbimbing berbasis asesmen kinerja lebih tinggi prestasi belajar IPA daripada siswa yang memiliki sikap ilmiah tinggi dan mengikuti metode pembelajaran konvensional ( ). (4) Terdapat perbedaan prestasi belajar IPA antara siswa yang mengikuti metode inkuiri terbimbing berbasis asesmen kinerja dengan siswa yang mengikuti metode pembelajaran konvensional pada kelompok siswa yang memiliki sikap ilmiah rendah (Q = 3,037 > Qt (dk=84;α=0,05) = 2,86). Dari rata-rata hitung diketahui bahwa pada siswa yang memiliki sikap ilmiah rendah dan mengikuti metode inkuiri terbimbing berbasis asesmen kinerja lebih rendah prestasi belajar IPA daripada siswa yang memiliki sikap ilmiah rendah dan mengikuti metode pembelajaran konvensional ( ).
Berdasarkan temuan di atas, disimpulkan bahwa penerapan metode inkuiri terbimbing berbasis asesmen kinerja dan sikap ilmiah berpengaruh terhadap prestasi belajar IPA siswa kelas VIII SMP Negeri 1 Tegallalang.
Kata Kunci : Metode Pembelajaran Inkuiri Terbimbing Berbasis Asesmen Kinerja, Sikap Ilmiah, Prestasi Belajar IPA
The aimed of this research is to determine the effect of guidance inquiry teaching and learning method based on performance assessment to the science achievement from scientific attitude. This research was conducted in SMP Negeri 1 Tegallalang by using quasy experiment with factorial design 2 x 2. The amount of this sample are 80 students. That is taken by using class random sampling technique. The research instrument is a test of science achievement and questionnaire of scientific attitude, that were analyzed using Anava AB statistic and Tukey.
The results showed that: (1) There was a difference on science achievement between the student who followed the guidance inquiry teaching and learning method based on performance assessment and conventional learning method (FA = 7,655; p < 0,05). By seeing the average we know that, students who followed the teaching learning with guidance inquiry teaching and learning method based on performance assessment was higher than students who followed the teaching learning with conventional learning method ( ). (2) There was an interaction effect between the teaching learning method and scientific attitude to the science achievement (FAB = 28,89; p < 0,05). ( 3) There was a difference on science achievement between the student who followed guidance inquiry teaching and learning method based on performance assessment and conventional learning method to the groups of students who had high scientific attitude (Q = 7,655; p < 0,05). By seeing the average we know that, students who had high scientific attitude and followed teaching learning with guidance inquiry teaching and learning method based on performance assessment was higher than students who had high scientific attitude and followed the teaching learning with conventional method ( ). (4) There was a difference on science achievement between the student who followed guidance inquiry teaching and learning method based on performance assessment and conventional learning method to the groups of students who had low scientific attitude (Q = 3,71; p < 0,05). By seeing the average we know that, students who had low scientific attitude and followed teaching learning with guidance inquiry teaching and learning method based on performance assessment was lower than students who had low scientific attitude and followed the teaching learning with conventional learning method ( ).
Based on the invention above, we can make a conclusion that guidance inquiry teaching and learning method based on performance assessment and scientific attitude has an effect to the science achievement to the eight grade students in VIII class of SMP Negeri 1 Tegallalang
keyword : The Guidance Inquiry Teaching and Learning Method Based on Performance Assessment, Scientific Attitude, Science Achievement
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PDFDOI: https://doi.org/10.23887/jpepi.v4i1.1371
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