PENGARUH MODEL PEMBELAJARAN KOOPERATIF GROUP INVESTIGATION TERHADAP PEMAHAMAN KONSEP DAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS XI IA SMA NEGERI 4 SINGARAJA

Putu Prima Juniartina

Abstract


Penelitian ini bertujuan untuk menganalisis : (1) perbedaan pemahaman konsep dan keterampilan berpikir kritis antara siswa yang mengikuti model pembelajaran group investigation dan konvensional, (2) perbedaan pemahaman konsep antara siswa yang mengikuti model pembelajaran group investigation dan konvensional dan (3) perbedaan keterampilan berpikir kritis antara siswa yang mengikuti model pembelajaran group investigation dan konvensional.

Penelitian ini adalah penelitian eksperimen semu (quasi experiment) dengan rancangan non-equivalent postest only control group design. Subjek dari penelitian ini adalah siswa kelas XI IA SMA Negeri 4 Singaraja tahun pelajaran 2011/2012. Pengambilan kelas penelitian berdasarkan teknik simple random sampling Data dianalisis dengan menggunakan statistik deskriptif dan MANOVA. Sebagai tindak lanjut dari MANOVA, digunakan Least Significant Difference (LSD) untuk menguji komparasi pasangan skor rata-rata tiap kelompok perlakuan.

Hasil penelitian menunjukkan terdapat: (1) perbedaan pemahaman konsep dan keterampilan berpikir kritis antara kelompok model group investigasi dengan model konvensional (F = 32,56; p<0,05), (2) perbedaan yang signifikan pemahaman konsep antara kelompok model group investigasi dan kelompok model pembelajaran konvensional (F = 43,019; p<0,05, (3) perbedaan yang signifikan keterampilan berpikir kritis antara kelompok model group investigasi dan kelompok model pembelajaran konvensional (F = 37,14; p<0,05). Berdasarkan uji LSD diperoleh PK dan KBK yang dicapai oleh siswa yang belajar dengan menggunakan model pembelajaram kooperatif tipe group investigasi lebih baik dibandingkan dengan siswa yang belajar dengan menggunakan pembelajaran konvensional.

Kata kunci: group investigation, pemahaman konsep, dan berpikir kritis.

Abstract

This research is aimed to analyze (1) ) the difference of critical thinking skills and physics understanding between students who studied through group investigation model and their counterparts who studied through direct instruction learning model, (2) conceptual understanding skills between students who studied through group investigation model and their counterparts who studied through direct instruction learning model, and (3) critical thinking skills between students who studied through group investigation model and their counterparts who studied through direct instruction learning model

This study was an experimental study using the posttest-only control group design. The subjects were all students in grade XI IA SMA Negeri 4 Singaraja academic year 2011/2012. The selection of the class for this study was based on simple random sampling technique. The data were analyzed by descriptive statistics and MANOVA. Following MANOVA, Least Significant Difference used (LSD) to test the comparative pair average scores of each treatment group.

The result found that (1) there is significant influence learning model of concept comprehension variables and critical thinking together (F = 32,56; p<0,05), (2) there are significant differences between groups PK model of group investigations and direct instruction learning model (F = 43.019, p <0.05). (3) there are significant differences between groups KBK model of group investigations and direct instruction learning model (F = 37,14; p<0,05). Based on the LSD test and KBK obtained PK is achieved by students who learned using a Learning cooperative model of type GI better than students who learn using conventional teaching.

Key words: group investigation, concept comprehension, and critical thinking ability

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