PENGARUH PENDEKATAN SAINTIFIK BERBANTUAN ASESMEN PORTOFOLIO TERHADAP PRESTASI BELAJAR IPA DENGAN KOVARIABEL GAYA BELAJAR SISWA

Abstract

Penelitian ini bertujuan untuk mengetahui (1) perbedaan yang signifikan prestasi belajar IPA siswa antara sebelum dan setelah dibelajarkan dengan pendekatan saintifik berbantuan asesmen portofolio, (2) perbedaan yang signifikan prestasi belajar IPA siswa antara sebelum dan setelah dibelajarkan dengan pendekatan saintifik berbantuan asesmen portofolio setelah variabel gaya belajar dikendalikan, dan (3) kontribusi yang signifikan kovariabel gaya belajar terhadap prestasi belajar siswa. Jenis penelitian ini adalah penelitian pre eksperiment. Populasi penelitian ini adalah seluruh siswa kelas IV SD No 4 Banyuasri yang juga merupakan sampel penelitian karena teknik sampel yang digunakan adalah teknik sensus study. Data prestasi belajar siswa dikumpulkan menggunakan tes prestasi belajar dan gaya belajar siswa dikumpulkan menggunakan tes gaya belajar Group Embedded Figures Test. Teknik analisis yang digunakan adalah ANAKOVA. Berdasarkan hasil analisis data, diperoleh kesimpulan sebagai berikut. (1) Terdapat perbedaan yang signifikan prestasi belajar IPA siswa antara sebelum dan setelah dibelajarkan dengan menggunakan pendekatan saintifik berbantuan asesmen portofolio pada siswa kelas IV SD No 4 Banyuasri (Fhitung = 19.177 > FTabel = 4,21), (2) terdapat perbedaan yang signifikan prestasi belajar IPA siswa antara sebelum dan setelah dibelajarkan dengan pendekatan saintifik berbantuan asesmen portofolio pada siswa kelas IV SD N 4 Banyuasri setelah variabel gaya belajar dikendalikan (Fhitung = 93.761 > FTabel = 4,21, dan angka signifikansi 0.000), (3) kontribusi yang signifikan kovariabel gaya belajar terhadap prestasi belajar siswa pada siswa kelas IV SD N 4 Banyuasri (r2 = 0.329).
Kata Kunci : prestasi belajar, gaya belajar, pendekatan saintifik

This study was aimed at determining of (1) a significant difference of students’ science learning achievement before and after learning by using scientific approach aided portfolio assessment, (2) a significant difference of students' science learning achievement before and after learning by using scientific approach aided the portfolio assessment after controling the learning styles variable, and (3) a significant contribution of learning styles as covariates to student achievement. This study was a pre experiment. The population of the study was all fourth grade students in SD No 4 Banyuasri who was also a research sample due to census study as sampling technique. Data of students’ achievement were collected by using leaarning achievement test. Data of students’ learning style were collected by using Group Embedded Figures Test. Anova, Ancova, and Product Moment test were used to analyze hypothesis at a significance level of 5%. Based on the results of data analysis, it is concluded as follows: (1) There are significant differences of students' science learning achievement before and after learning by using scientific approach aided portfolios assessment on fourth grade students in SD No 4 Banyuasri (F count = 19 177> Ftable = 4.21), (2) there are significant differences of students’ science learning achievement before and after learning by using scientific approach aided portfolios assessment on fourth grade students in SD No 4 Banyuasri after controlling learning styles variables (F count = 93.761> F table = 4.21, and significance level of 0.000), and (3) there is significant contribution of covariates learning styles toward student achievement in fourth grade student SD No 4 Banyuasri (r2 = 0329).
keyword : learning achievement, learning styles, scientific approach.