PENGARUH PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBASIS ASESMEN PORTOFOLIO TERHADAP HASIL BELAJAR KIMIA SISWA KELAS X DITINJAU DARI ADVERSITY QUOTIENT

Abstract

PENGARUH  PENERAPAN  MODEL  PEMBELAJARAN  INKUIRI  TERBIMBING BERBASIS  ASESMEN  PORTOFOLIO  TERHADAP  HASIL  BELAJAR  KIMIA  SISWA  KELAS  X  DITINJAU  DARI  ADVERSITY QUOTIENT

Oleh

I Wayan Budiada

ABSTRAK

Kata-kata kunci:  Model Pembelajaran, Hasil Belajar Kimia, dan Adversity Quotient

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran inkuiri terbimbing berbasis asesmen portofolio terhadap hasil belajar kimia ditinjau dari adversity quotient. Penelitian ini dilaksanakan di SMA Negeri 1 Sukasada, semester  2 tahun pelajaran 2010/2011. Jumlah sampel 80 siswa yang  terdiri dari dua kelas kelompok kontrol dan dua kelas kelompok eksperimen. Rancangan penelitian yang dipergunakan adalah Post test Only Control Group Design, dan sebagai desain analisisnya adalah analisis varians dua jalur (ANAVA AB).

Hasil penelitian menunjukkan bahwa: (1) Terdapat perbedaan hasil belajar kimia antara siswa yang mengikuti model pembelajaran inkuiri terbimbing berbasis asesmen portofolio dan siswa yang mengikuti model pembelajaran konvensional (Fh  =  6,011   >  Ft  =  3,96) pada taraf signifikansi 0,05, nilai rata-rata hasil belajar kimia yang diperoleh oleh kelompok siswa yang mengikuti model pembelajaran inkuiri terbimbing berbasis asesmen portofolio sebesar  68,77  dan rata-rata nilai hasil belajar kimia kelompok siswa yang mengikuti model pembelajaran konvensional sebesar 64,83, hasil belajar kimia siswa yang mengikuti model pembelajaran inkuiri terbimbing berbasis asesmen portofolio lebih baik dari hasil belajar kimia siswa yang mengikuti model pembelajaran konvensional; (2) Terdapat perbedaan hasil belajar kimia siswa yang memiliki adversity quotient tinggi dan siswa yang memiliki adversity quotient rendah, FB hitung =  19,973, sedangkan F tabel pada  dbB = 1 dan db dalam =  76 pada taraf signifikansi 0,05  =  3,96; (3)Terdapat  interaksi antara model pembelajaran dan adversity quotient dalam mempengaruhi hasil belajar siswa pada mata pelajaran kimia, harga F_AB hitung =  11,031, > dari Ftabel = 3,96); (4) Pada kelompok siswa yang memiliki adversity quotient tinggi,   hasil belajar kimia siswa yang mengikuti model pembelajaran inkuiri terbimbing berbasis asesmen portofolio lebih tinggi dari pada  siswa yang mengikuti model   pembelajaran   konvensional. Dengan   menggunakan uji  t-Scheffe,       nilai (t hitung = 4,083   >   t tabel = 1,671);  (5)  Pada kelompok siswa yang memiliki adversity quotient rendah,   hasil belajar kimia siswa yang mengikuti model pembelajaran inkuiri terbimbing berbasis asesmen portofolio lebih rendah dari pada  siswa yang mengikuti model pembelajaran konvensional. Hal ini dapat dilihat dari hasil uji t-Scheffe, (t hitung = 0,614  <   t tabel = 1,671).

THE EFFECT OF IMPLEMENTING PORTOFILIO ASSESMENT-BASED GUIDED INQUIRY INSTRUCTIONAL MODEL TOWARDS CHEMISTRY LEARNING ACHEVEMENT OF THE STUDENTS IN GRADE  X  VIEWED FROM ADVERSITY QUOTIENT

ABSTRACT

Key words      : instructional models, chemistry learning achievement, and adversity quotient.

The study aimed at finding out the effect of implementing portfolio assessment-based guided inquiry instructional model towards chemistry learning achievement viewed from adversity quotient. The study was conducted at SMA Negeri 1 Sukasada, at the second semester in 2010/2011 involving a total number of 80 students as the samples which were classified into two different groups such as experimental and control groups. A post-test only control group design was utilized, while two line variant analysis (ANAVA AB) was used as an analysis design.

The results showed that: (1) there was a difference in chemistry learning achievement between the students group joining portfolio assessment-based guided inquiry instructional model from another one joining a conventional model (Fh = 6.011 > Ft = 3.96) at 0.05 significant level, the average scores obtained by the students of experimental group, those joining portfolio assessment-based guided inquiry instructional model was 68.77 and the average scores obtained by the students of control group, those joining a conventional model was about 64.83. Therefore the students learning achievement joining portfolio assessment-based guided inquiry instructional model was better than those joining a conventional one; (2) There was a difference in chemistry learning achievement of the students having higher adversity quotient from those having lower adversity quotient, FB-_counted=19.973, while F-_table on dbB=1 and db internal = 76 on 0.05 significant level; (3) There was an interacting effect between instructional models and the adversity quotient towards the students chemistry learning achievement (F_ABcounted = 11.031> F_table = 3.96); (4) Chemistry learning achievement for the group of students having high adversity quotient when joining portfolio assessment-based guided inquiry instructional model was found higher than the other group joining a conventional one. Based on the t-Scheffe test the value was (t-_counted=4.083>t-_table=1.671); (5) Chemistry learning achievement for the group of students having lower adversity quotient when joining portfolio assessment-based guided inquiry instructional model was found lower than the other group joining a conventional one. Based on the t-Scheffe test the value indicated that           (t-_counted=0.614<t-_table=1.671).