EFEKTIVITAS LKS INKUIRI TERBIMBING MATERI TEKANAN UNTUK MENINGKATKANKETERAMPILAN BERPIKIR KRITIS SISWA

Nurliana Nurliana, Noor Fadiawati, Sunyono Sunyono

Abstract


This research were aimed to describe validity and effectiveness of students worksheet based-on guided inquiry at pressure topic, to improve students critical thinking skill. This research used Borg and Gall research and development model which is consisted of the preliminary studies, the development of the products, and testing products. The developing of students worksheet were tested by using the matching only pretest-posttest with control group design which was done in VIIIth grade at MTs Islamiyah Sukoharjo. This research used the instrument of validations expert, students response instrument, and students critical thinking skill test instrument. This research used descriptive analysis. Based-on the result of this research,it can be concluded that the product that has been developed has higly validated and effective in increasing students critical thinking skill.

Penelitian ini bertujuan untuk mendeskripsikan kevalidan dan keefektifan LKS berbasis inkuiri terbimbing pada materi tekanan untuk meningkatkan keterampilan berpikir kritis siswa.Penelitian ini menggunakan model penelitian dan pengembangan Borg and Gall yang meliputi: studi pendahuluan, pengembangan produk, dan pengujian produk.LKS hasil pengembangan diujicobakan menggunakan the matching only pretest postest control group design yang dilakukan di kelas VIII MTs Islamiyah Sukoharjo. Penelitian ini menggunakan instrumen validasi ahli, angket respon siswa, dan instrumen tes keterampilan berpikir kritis siswa. Analisis data menggunakan analisis deskriptif. Hasil penelitian disimpulkan bahwa LKS yang dikembangkan memiliki kevalidan yang sangat tinggi dan efektif dalam meningkatkan keterampilan berpikir kritis siswa.

Kata kunci: LKS, inkuiri terbimbing, keterampilan berpikir kritis


Full Text:

PDF

References


Arends, R.I. 2012. Learning to Teach. Ninth Edition. New York: The Mcgraw-Hill Companies. Inc.

Arikunto, S. 2010. Prosedur penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.

Arsyad,A.2007. Media Pembelajaran. Jakarta: PT Raja Grafindo

Bahri, A. 2010. Pengaruh Strategi Pembelajaran Reading Questioning And Answering (Rqa) pada Perkuliahan Fisiologi Hewan terhadap Kesadaran Metakognitif, Keterampilan Metakognitif dan Hasil Belajar Kognitif MahasiswaJurusan Biologi FMIPA Universitas Negeri Makassar. Malang. Tesis Universitas Negeri Malang

Bilgin, I. 2009. The effect of guided inquiry instruction incorporating a cooperative learning approach on university students achievement of acid and bases concepts and attitudetoward guided inquiry instruction. Department of Primary Education. Hatay Turkey. http://www.academiccjournals.org/sre.pdf

Carin,A.A.1993. Guided Discovery Activities for Elementary School Science. New York,Oxford Singapore,Sidney: Maxwell Mac-millan International.

Hake,R.R. 1999. Analyzing Changed Gain Score. Indiana University Usa. http://www.physics. indianaedu/~sdi/AnalyzingChange-Gain.

Jannah, M. 2012. Pengembangan perangkat pembelajaran berorientasi nilai karakter melalui inkuiri terbimbing materi cahaya pada siswa kelas VIII sekolah menengah pertama. Journal of innovative science education. http://journal. unnes.ac.id /sju/index .php/jise.pdf.

Joyce, B. and Weil, M. 2009. Models of teaching. Yogyakarta: Pustaka Pelajar.

Liliasari & Tawil. 2013. Berpikir kompleks dan Implementasinya dalam Pembelajaran IPA. Makasar: Badan Penerbit UNM.

Maretasari, E. 2012. Penerapan model pembelajaran inkuiri terbimbing berbasis laboratorium untuk meningkatkan hasil belajar dan sikap ilmiah siswa. http://journal. unnes.c.id/sju/index.

Nur, M. 2008. Pemotivasian Siswa untuk Belajar. Surabaya: Pusat Sains dan Matematika Sekolah (PSMS) Press.

Rustaman, N. 2011. Assessment Pendidikan IPA. Makalah Seminar: Bandung.

Schroeder, J.D. & Greenbowe, T.J. 2008. Implementing POGIL and the sciencewriting heuristic jointly in undergraduate organic chemistry student perceptionsand performance. Chemistry Education Research and Practice, Vo. 9 No. 2,hlm. 149-156.

Simonson, S.R, & Shadle, S.E. 2013. Implementing Process Oriented Guided Inquiry Learning (POGIL) in Undergraduate Biomechanics: Lessons Learned by A Novice. Journal of STEM Education Vol. 14 Issue 1, hlm. 56-63.

Stiggins, Richard J. 1994. Student Centered Classroom Assessment. Ninth Edition. New York. Mac millan College Publishing Company

Subarkah, C.Z., 2013. Penerapan) pada pembelajaran Titrasi Asam-Basa. Prosiding Metode POGIL Process Oriented Guided Inquiry Learning Seminar asional Penelitian, Pendidikan, dan Penerapan MIPA (hlm. 239-244). Yogyakarta: FPMIPA UNY.

Sudjana, 2005. Metode statistika. Bandung: Tarsito

Sugiyono. 2009. Metode Penelitian Pendidikan. Bandung: Alfabeta.

Tim Penyusun. 2006. Standar Isi untuk Satuan Pendidikan Dasar dan Menengah . Jakarta: BSNP.

Tim Penyusun. 2014. Survei Internasional TIMSS. Jakarta: Badan Penelitian dan Pengembangan. Kementerian Pendidikan Dan kebudayaan.

Wahyuningrum, S. 2013. Pola Pergeseran Konsepsi Siswa Pada Struktur Atom Setelah Pembelajaran dengan Strategi POGIL. UNESA Journal of Chemical Education, Vol. 2 No. 1, hlm. 43-50.

Yunita.2010.Panduan Pengelolaan Laboratorium Kimia. Bandung: Insan Mandiri.

Zawadzki, R. 2010.Is Pro POGIL Suitable As A Teaching Method in Thailands Higher Education? Asian Journal Education and Learning, 1(2), hlm. 66-74


Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Jurnal Pembelajaran Fisika



  Lisensi Creative Commons
Copyright of the article is reserved by the authors. Published by the Program Studi S1 Pendidikan Fisika, FKIP, Universitas Lampung in collaboration with the Physical Society of Indonesia (since 2019).  This article is an open-access article under the Creative Commons non-commercial-share-alike 4.0 International License (CC BY-NC-SA 4.0).  license.