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

Ni Kadek Tariani ., Prof. Dr. Ni Ketut Suarni,MS ., I Gede Astawan, S.Pd.,M.Pd .

Abstract


Penelitian ini bertujuan untuk mengetahui: (1) perbedaan prestasi belajar IPA siswa setelah dibelajarkan dengan menggunakan pendekatan saintifik berbantuan asesmen portofolio, (2) perbedaan prestasi belajar IPA siswa setelah dibelajarkan dengan menggunakan pendekatan saintifik berbantuan asesmen portofolio setelah variabel gaya belajar dikendalikan, dan (3) kontribusi kovariabel gaya belajar terhadap prestasi belajar IPA. Penelitian ini menggunakan metode penelitian pre-eksperimen, dengan rancangan penelitian one group pretest-posttest design. Sampel pada penelitian ini yaitu siswa kelas IV SD No. 4 Kaliuntu dengan jumlah 30 orang. Data prestasi belajar IPA dan gaya belajar siswa dikumpulkan menggunakan metode tes. Instrumen tes prestasi belajar IPA berbentuk tes pilihan ganda, instrumen tes gaya belajar berbentuk tes gambar. Data yang didapatkan dianalisis menggunakan teknik analisis deskriptif dan ANAKOVA. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan prestasi belajar IPA siswa setelah dibelajarkan dengan menggunakan pendekatan saintifik berbantuan asesmen portofolio (Fhitung = 29,160 > Ftabel = 4,20), (2) terdapat perbedaan yang signifikan prestasi belajar IPA siswa setelah dibelajarkan dengan menggunakan pendekatan saintifik berbantuan asesmen portofolio setelah variabel gaya belajar dikendalikan (Fhitung = 34,946 > Ftabel = 4,20), dan (3) terdapat kontribusi yang signifikan kovariabel gaya belajar terhadap prestasi belajar IPA siswa (rhitung = 0,456 > rtabel = 0,361). Rata-rata nilai siswa setelah dibelajarkan menggunakan pendekatan saintifik berbantuan asesmen portofolio adalah 69,89 yang tergolong pada kategori tinggi, sedangkan rata-rata nilai siswa sebelum dibelajarkan menggunakan pendekatan saintifik berbantuan asesmen portofolio adalah 50,22 yang tergolong pada kategori rendah. Dengan demikian, pendekatan saintifik berbantuan asesmen portofolio berpengaruh terhadap prestasi belajar IPA.
Kata Kunci : Pendekatan Saintifik, Prestasi Belajar IPA, Gaya Belajar

This study aims to determine: (1) differences in student’s learning achievement IPA after being taught using scientific approach aided the portfolio assessment, (2) differences in student’s learning achievement IPA after being taught using scientific approach aided the portfolio assessment after learning style variables are controlled, and (3) contribution of covariates learning style on learning achievement IPA. This study used a pre-experimental study, the study was designed one group pretest-posttest design. Samples in this research was student fourth grade in elementary school number 4 Kaliuntu in 30 people. Science learning achievement data and student learning styles were collected using the test method. Science learning achievement test instrument shaped multiple-choice test, learning styles test instrument shaped test shots. The data obtained were analyzed using descriptive analysis techniques and Anacova. The results showed that: (1) there is a significant difference after the student’s learning achievement in science are taught using a scientific approach to portfolio assessment assisted (Fcount = 29.160 > Ftable = 4.20), (2) there is a significant difference in learning achievement once taught science students by using a scientific approach aided the portfolio assessment after learning styles controlled variable (Fcount = 34.946 > Ftable = 4.20), and (3) there is a significant contribution covariates learning styles on students' learning achievement IPA (rcount = 0.456 > rtable = 0.361). The average value of students after being taught using scientific approach aided assessment portfolio is 72.11 belonging to the higher categories, while the average score of students before being taught using scientific approach aided assessment portfolio is 50.22 belonging to the lower categories. Thus, scientific approach aided the portfolio assessment effecting the student's learning achievement IPA.
keyword : scientific approach, the achievement of learning science, learning styles

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DOI: http://dx.doi.org/10.23887/jjpgsd.v3i1.5745

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