PENGARUH MODEL POGIL DAN GAYA KOGNITIF TERHADAP HASIL BELAJAR IPA PADA SISWA KELAS V SD

Ketut Andi Prahasta ., Dr. I Made Tegeh, S.Pd., M.Pd. ., I Gede Margunayasa, S.Pd., M.Pd. .

Abstract


Penelitian ini bertujuan untuk mengetahui pengaruh model POGIL dan gaya kognitif terhadap hasil belajar IPA. Penelitian ini tergolong quasi experiment dengan rancangan the post-test only control design. Populasi penelitian adalah siswa kelas V SD Negeri di Gugus II Santalia Kecamatan Kubutambahan tahun pelajaran 2015/2016 yang berjumlah 234 orang. Sampel penelitian dipilih dengan teknik random sampling. Data yang telah dikumpulkan dianalisis menggunakan statistik deskriptif, dan ANAVA AB. Proses analisis seluruhnya dibantu oleh SPSS 16.0 for windows. Hasil penelitian menunjukkan (1) terdapat perbedaan yang signifikan hasil belajar IPA antara kelompok siswa yang dibelajarkan dengan model POGIL dan kelompok siswa yang dibelajarkan dengan pembelajaran konvensional (Fhitung = 64,736 dengan sig = 0,000). (2) Terdapat perbedaan yang signifikan hasil belajar IPA antara kelompok siswa yang memiliki gaya kognitif reflektif dan kelompok siswa yang memiliki gaya kognitif impulsif (Fhitung = 80,690 dengan sig = 0,000). (3) Terdapat interaksi yang signifikan antara model POGIL dan gaya kognitif terhadap hasil belajar IPA (Fhitung = 5,432 dengan sig = 0,023) di SD N 1 Kubutambahan dan SD N 6 Kubutambahan. Jadi, terdapat pengaruh model POGIL dan gaya kognitif terhadap hasil belajar IPA.
Kata Kunci : Model POGIL, gaya kognitif, hasil belajar IPA

This research was aimed to analyze the effect of Process Oriented Guided Inquiry Learning (POGIL) and cognitive style’s toward science learning achievement. This research is quasi experiment with the post-test only control design. The populations of this research is all of the fifth grade students in elementary school belonging of the Santalia’s Group II of Kubutambahan District in academic years 2015/2016 which totally 234 students. The sample was taken out of two classes using random sampling technique. The collected data were analyzed by descriptive statistic, and ANAVA AB. All of the analysis process helped by SPSS 16.0 for windows. The result of the research showed that (1) there are significance differences of the science learning achievement between student’s group which studied with POGIL models and student’s group which studied with conventional learning. (Fhitung = 64,736 with sig = 0,000), (2) there are significance differences of the science learning achievement between student’s group which have reflective cognitive styles and student’s which have impulsive cogntive styles. (Fhitung = 80,690 with sig = 0,000), and (3) there are significance interaction between POGIL models and cognitive styles toward the science learning achievement (Fhitung = 5,432 with sig = 0,023) at SD N 1 Kubutambahan and SD N 6 Kubutambahan. So, there is the influence of POGIL model’s and cognitive style’s toward science learning achievement.
keyword : POGIL models, the cognitive styles, the science learning achievements

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DOI: http://dx.doi.org/10.23887/jjpgsd.v4i1.6958

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