PENGARUH MODEL COLLABORATIVE TEAMWORK LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH FISIKA DITINJAU DARI KECERDASAN EMOSIONAL SISWA
Abstract
Penelitian ini bertujuan untuk menganalisis (1) perbedaan kemampuan pemecahan masalah fisika antara kelompok siswa yang belajar dengan Model Collaborative Teamwork Learning (MCTL) dan kelompok siswa yang belajar dengan Model Pembelajaran Konvensional (MPK), (2) pengaruh interaksi antara model pembelajaran dengan kecerdasan emosional siswa terhadap kemampuan pemecahan masalah fisika siswa, (3) perbedaan kemampuan pemecahan masalah fisika antara siswa yang belajar dengan MCTL dan kelompok siswa yang belajar dengan MPK untuk kelompok siswa yang memiliki kecerdasan emosional tinggi, (4) perbedaan kemampuan pemecahan masalah fisika antara siswa yang belajar dengan MCTL dan kelompok siswa yang belajar dengan MPK untuk kelompok siswa yang memiliki kecerdasan emosional rendah. Jenis penelitian ini adalah eksperimen semu (quasi experiment) dengan rancangan Posttest Only Non-Equivalent Control Group Design. Populasi penelitian siswa kelas X SMA Negeri 6 Denpasar tahun pelajaran 2015/2016 terdiri dari 8 kelas dengan jumlah 288 siswa. Sampel penelitian 4 kelas (X3, X5, X7 dan X8) dengan jumlah 141 orang siswa yang dipilih dengan teknik simple random sampling. Data kemampuan pemecahan masalah fisika dikumpulkan dengan tes kemampuan pemecahan masalah fisika. Analisis data dilakukan dengan statistik deskriptif dan uji ANAVA 2 jalur. Hasil penelitian menunjukkan, (1) terdapat perbedaan kemampuan pemecahan masalah fisika antara kelompok siswa yang belajar dengan MCTL dan kelompok siswa yang belajar dengan MPK (F = 4,644; p<0,05, (2) terdapat pengaruh interaksi antara variabel-variabel model pembelajaran dan variabel-variabel kecerdasan emosional terhadap kemampuan pemecahan masalah fisika (F = 38,806; p<0,05), (3) terdapat perbedaan kemampuan pemecahan masalah antara kelompok siswa yang mengikuti MCTL dan kelompok siswa yang mengikuti MPK pada kecerdasan emosional tinggi (F = 61,661; p<0,05, (4) terdapat perbedaan kemampuan pemecahan masalah fisika antara kelompok siswa yang mengikuti MCTL dan kelompok siswa yang mengikuti MPK pada kecerdasan emosional rendah (F = 19,415; p<0,05).
Kata Kunci : Kata kunci: model collaborative teamwork learning, kecerdasan emosional, kemampuan pemecahan masalah
This research aimed to analyze (1) the different in the ability of solving physics problems between groups of students who study with MCTL and groups of students who learn by MPK, (2) the effect of the interaction between the learning model with the emotional intelligence of students' problem-solving abilities of physics students, (3) the different in the ability of solving physics problems among students who study with MCTL and groups of students who learn by MPK for groups of students who have high emotional intelligence, (4) the different in the ability of solving physics problems among students who study with MCTL and groups of students who learn by MPK for groups students who have low emotional intelligence. This research is a quasi-experimental research (quasi experiment) Only posttest design with Non-Equivalent Control Group Design. The population of this study was all students in grade X SMAN 6 Denpasar in the academic year 2015/2016 consisting of eight classes with a total population of 288 students. The number of samples in this study consisted of four classes (X3, X5, X7 and X8) with total of 141 students were selected by simple random sampling technique. The data were the ability of student in solving physic problem were collected by problem solving skill test. Data was analyzed using descriptive statistics and ANOVA 2 test track. The results showed that, (1) there was a difference between the physics problem-solving ability groups of students who study with MCTL and groups of students who learn by MPK (F = 4.644; p <0.05, (2) there are significant interaction between the learning model variables and variables of emotional intelligence on physics problem-solving ability (F = 38.806, p <0.05), (3) there are differences between the group problem solving ability of students which follows MCTL and a group of students who took MPK at a high emotional intelligence (F = 61.661, p <0.05, (4) there are differences in physics problem solving skills among the group of students who take MCTL and groups MPK students who take on low emotional intelligence (F = 19.415, p <0.05).
keyword : collaborative teamwork learning, emotional intelligence, problem-solving abilities
Kata Kunci : Kata kunci: model collaborative teamwork learning, kecerdasan emosional, kemampuan pemecahan masalah
This research aimed to analyze (1) the different in the ability of solving physics problems between groups of students who study with MCTL and groups of students who learn by MPK, (2) the effect of the interaction between the learning model with the emotional intelligence of students' problem-solving abilities of physics students, (3) the different in the ability of solving physics problems among students who study with MCTL and groups of students who learn by MPK for groups of students who have high emotional intelligence, (4) the different in the ability of solving physics problems among students who study with MCTL and groups of students who learn by MPK for groups students who have low emotional intelligence. This research is a quasi-experimental research (quasi experiment) Only posttest design with Non-Equivalent Control Group Design. The population of this study was all students in grade X SMAN 6 Denpasar in the academic year 2015/2016 consisting of eight classes with a total population of 288 students. The number of samples in this study consisted of four classes (X3, X5, X7 and X8) with total of 141 students were selected by simple random sampling technique. The data were the ability of student in solving physic problem were collected by problem solving skill test. Data was analyzed using descriptive statistics and ANOVA 2 test track. The results showed that, (1) there was a difference between the physics problem-solving ability groups of students who study with MCTL and groups of students who learn by MPK (F = 4.644; p <0.05, (2) there are significant interaction between the learning model variables and variables of emotional intelligence on physics problem-solving ability (F = 38.806, p <0.05), (3) there are differences between the group problem solving ability of students which follows MCTL and a group of students who took MPK at a high emotional intelligence (F = 61.661, p <0.05, (4) there are differences in physics problem solving skills among the group of students who take MCTL and groups MPK students who take on low emotional intelligence (F = 19.415, p <0.05).
keyword : collaborative teamwork learning, emotional intelligence, problem-solving abilities
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