PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION TERHADAP HASIL BELAJAR BIOLOGI DITINJAU DARI GAYA KOGNITIF SISWA

Abstract

Penelitian ini bertujuan untuk menganalisis: (1) perbedaan hasil belajar biologi dengan menggunakan model pembelajaran Group Investigation dan model pembelajaran langsung, (2) pengaruh interaksi model pembelajaran berdasarkan gaya kognitif terhadap hasil belajar biologi, (3) perbedaan hasil belajar biologi berdasarkan gaya kognitif field independent dengan menggunakan model pembelajaran Group Investigation dan model pembelajaran langsung, (4) perbedaan hasil belajar biologi berdasarkan gaya kognitif field dependent dengan menggunakan model pembelajaran Group Investigation dan model pembelajaran langsung. Penelitian ini merupakan jenis penelitian kuasi eksperimen dengan rancangan The Non-equivalent Pretest-Posttest Control Group Design. Populasi dalam penelitian ini adalah siswa kelas VII SMP Ganesha Denpasar tahun ajaran 2016/2017 yang terdiri dari VII 1 sampai VII 10, berjumlah 470 siswa, dengan sampel penelitian yang digunakan adalah 191 siswa, yang terdistribusi ke dalam empat kelas. Dua instrumen pokok penelitian ini yaitu Group Embedded Figure Test (GEFT) dan tes hasil belajar. Data yang diperoleh berupa nilai terhadap pertanyaan pada GEFT, dan nilai tes hasil belajar siswa pada materi organisasi kehidupan. Data gaya kognitif dan hasil belajar dianalisis dalam dua tahap yaitu analisis deskriptif dan uji hipotesis dengan uji ANAVA dua jalur. Hasil penelitian ini menunjukkan bahwa: (1) Terdapat perbedaan hasil belajar biologi antara kelompok siswa yang dibelajarkan dengan model pembelajaran kooperatif tipe Group Investigation dan kelompok siswa yang dibelajarkan dengan model pembelajaran langsung (2) terdapat pengaruh interaksi model pembelajaran berdasarkan gaya kognitif terhadap hasil belajar biologi, (3) model pembelajaran Group Investigation lebih unggul dibandingkan model pembelajaran langsung dalam peningkatan hasil belajar siswa yang memiliki gaya kognitif field independent, dan (4) model pembelajaran langsung lebih unggul dibandingkan dengan model pembelajaran Group Investigation dalam peningkatan hasil belajar siswa yang memiliki gaya kognitif field dependent.
Kata Kunci : pembelajaran Group Investigation, gaya kognitif, hasil belajar

This study aimed at analysing: (1) the difference in biological learning achievement by using Group Investigation learning model and direct learning model, (2) the influence of learning model interaction based on cognitive style on biology learning achievement, (3) the difference of biology learning achievement based on cognitive style of field Independent by using Group Investigation learning model and direct learning model, (4) the difference of biology learning achievement based on cognitive style of field dependent by using Group Investigation learning model and direct learning model. The research of this study was Quasi Experimental and by using Non-equivalent Pretest-Posttest Control Group Design. The population in this study is the VII grade students of Ganesha Denpasar Junior High School 2016/2017 academic year consisting of VII 1 to VII 10, amounting to 470 students. The subjects were 191 students of seventh grade in which distributed into four classes. Group Embedded Figure Test (GEFT) and the test of Children learning achievement were used as the main instruments in this study. The data was obtained in the form of the Group Embedded Figure Test (GEFT) score, and the students’ learning achievement of organizations life materials. The data of cognitive style and learning achievement were analysed in two stages: descriptive analysis and hypothesis test with ANAVA test. The results of this study indicated that: (1) There are differences in biology learning achievement between groups of students who are taught by cooperative learning model of Group Investigation type and group of students who are taught by direct learning model (2) there is an influence of learning model interaction based on cognitive style on biology learning achievement, (3) Group Investigation study model is superior to direct learning model in improving students' learning achievement that have cognitive style field independent, and (4) direct learning model is superior compared with Group Investigation study model in improving student learning achievement that have cognitive style Field dependent.
keyword : Group Investigation model, cognitive style, learning achievement