PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH TERHADAP PRESTASI BELAJAR KIMIA DAN KONSEP DIRI SISWA SMA DITINJAU DARI GAYA KOGNITIF

Abstract

ABSTRAK

Penelitian ini bertujuan untuk menganalisis perbedaan prestasi belajar kimia dan konsep diri siswa: (1) antara siswa yang mengikuti model pembelajaran berbasis masalah dan pembelajaran eksplorasi, elaborasi, konfirmasi (EEK), (2) terhadap pengaruh interaksi model pembelajaran dengan gaya kognitif, (3) antara siswa yang mengikuti model pembelajaran berbasis masalah dan pembelajaran EEK pada siswa yang memiliki gaya kognitif field independent, dan (4) antara siswa yang mengikuti model pembelajaran berbasis masalah dan EEK pada siswa yang memiliki gaya kognitif field dependent. Penelitian ini merupakan kuasi eksperimen dengan rancangan faktorial 2x2 posttest only control group design. Subjek penelitian ini adalah siswa kelas X SMA Negeri 1 Singaraja tahun pelajaran 2011/2012. Pengambilan kelas penelitian berdasarkan teknik intake kelas. Data yang diperoleh dianalisis dengan statistik deskriptif dan MANOVA dua jalur. Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan signifikan model pembelajaran terhadap variabel prestasi belajar kimia dan konsep diri siswa secara bersama-sama (F=2,944; p<0,05). Artinya, prestasi belajar kimia dan konsep diri siswa secara bersama-sama menunjukkan perbedaan signifikan antara model pembelajaran; (2) terdapat interaksi antara model pembelajaran dan gaya kognitif secara bersama sama terhadap prestasi belajar kimia dan konsep diri siswa (F=47,456; p<0,05); (3) terdapat perbedaan signifikan variabel model pembelajaran terhadap prestasi belajar kimia dan konsep diri siswa untuk siswa yang memiliki gaya kognitif field independent (F=34,337; p<0,05); (4) terdapat perbedaan signifikan variabel model pembelajaran terhadap prestasi belajar kimia dan konsep diri siswa untuk siswa yang memiliki gaya kognitif field dependent (F=17,912; p<0,05).

Kata Kunci: pembelajaran berbasis masalah, gaya kognitif, prestasi belajar kimia, konsep diri siswa

ABSTRACT

The aims of this study were to analyze differences in (1) chemistry study achievement and students self-concept between students who studied through problem based learning (PBL) model and their counterparts who studied through exploration, elaboration, confirmation (EEC) learning model, (2) the interaction effect between the learning influence and cognitive styles, (3) chemistry study achievement and student’s self-concept between students who studied through PBL model and their counterparts who studied through EEC learning model on students who have field independent cognitive style, and (4) chemistry study achievement and student’s self-concept between students who studied through PBL model and their counterparts who studied through direct instruction learning model on students who have field dependent cognitive style.  This study was an experimental and  using the  2x2 factorial posttest-only control group design. The subject of this study were the student of the class X SMAN 1 Singaraja academic year 2011/2012. The selection of the class for this study was based on class intake technique. The data were analyzed by descriptive statistics and two way MANOVA. The results showed that (1) there are significant differences in learning model of chemistry study achievement and student’s self-concept together (F=2.944, p<0.05), in which, chemistry study achievement and student’s self-concept together showed significant differences between the learning model, (2) there are interaction between learning model and cognitive style and collectively equal to chemistry study achievement and self-concept students (F=47.456, p<0.05), (3) there are significant differences variable chemistry study achievement and student’s self-concept for students who have field independent cognitive style (F=34.337, p<0.05), (4) there are significant differences variable in chemistry study achievement and student’s self-concept for students who have field dependent cognitive style (F=17.912, p<0.05).

Key Words: problem based learning, cognitive style, chemistry study achievement, students self-concept