PENGARUH SELF REGULATED LEARNING SISWA TERHADAP LITERASI SAINS MELALUI PEMBELAJARAN INKUIRI TERBIMBING
Abstract
This research was aimed to determine the influence of students self-regulated learning in seventh grade of SMPN 2 Kotagajah towards scientific literacy through guided inquiry learning in the topic of heat and changes of temperature and also to investigate the enhancement of students scientific literacy using guided inquiry learning. The design of the research was one group pre test-post test. The result of this research showed that there was a positive and significant influence of students self-regulated learning towards scientific literacy skills with a percentage of the influence is 25.4%. There was an enhancement of students scientific literacy skill through guided inquiry learning model with the average of N-Gain 0,5 with medium category.
Penelitian ini bertujuan untuk mengetahui pengaruh self regulated learning (SRL) siswa kelas VII SMPN 2 Kotagajah terhadap keterampilan literasi sains melalui model pembelajaran inkuiri terbimbing pada topik kalor dan perubahan suhu benda serta untuk mengetahui peningkatan literasi sains siswa menggunakan model pembelajaran inkuiri terbimbing. Desain penelitian yang digunakan adalah one grup pre test-post test. Hasil penelitian menunjukkan bahwa terdapat pengaruh SRL siswa yang positif dan signifikan terhadap keterampilan literasi sains dengan presentase pengaruh sebesar 25,4%. Terdapat peningkatan keterampilan literasi sains siswa pada model pembelajaran inkuiri terbimbing dengan rata-rata N-Gain 0,5 dan termasuk kedalam kategori sedang.
Kata kunci: inkuiri terbimbing, literasi sains, self-regulated learning,SRL.
Full Text:
PDFReferences
Andriani, N., I. Huseini., & L. Nurliyah. 2011. Efektifitas Penerapan Pembelajaran Inkuiri Terbimbing (Guided Inquiry) pada Mata Pelajaran Fisika Pokok Bahasan Cahaya di Kelas VIII SMP Negeri 2 Muara Padang. Prosiding Simposium Nasional Inovasi Pembelajaran dan Sains 2011 (SNIPS 2011). Bandung.
Barata, Dyah A. P. 2009. Hubungan Antara Self Regulated Learning Dan Kecerdasan Emosional Dengan Prestasi Belajar Matematika Pada Siswa SMA.Skripsi. Semarang : Fakultas Psikologi Unika Soegijapranata Semarang. (tidak diterbitkan).
Cartono. 2007. Metode & Pendekatan dalam Pembelajaran Sains. Bandung: Universitas Pendidikan Indonesia.
Dewi, Narni L., N. Dantes., & I. W. Sadia. 2013. Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Sikap Ilmiah Dan Hasil Belajar IPA. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha. Vol 3, 1-10.
Haristy, Djuniar R., E. Enawaty., & I. Lestari. 2012. Pembelajaran Berbasis Literasi Sains Pada Materi Larutan Elektrolit Dan Non Elektrolit Di SMA Negeri 1 Pontianak. Jurnal Pendidikan Kimia FKIP Untan. Vol, 1-13.
Ismail, Nasrah M., & A. Sharma. 2012. Goal Orientation And Self-Regulated Learning Strategies As Predictors Of EFL StudentsGPA. Journal Of Educational Review. Vol 5 (1), 111-125.
Jacobsen, David., E. Paul., & K. Donald. 2009. Metods For Teaching. Yogyakarta: Pustaka Pelajar.
Lukman, Y., H. Suwono., & E. Suarsini. (2015). Pengaruh Pembelajaran In-kuiri Terbimbing Berbasis Blended Learning Terhadap Literasi Sains Dan Hasil Belajar Siswa Kelas XI SMA Negeri 5 Malang. Skripsi. Malang: Jurusan Biologi Fakultas MIPA UM.
Ngertini, Nyoman., W. Sadia., & M. Yudana. 2013. Pengaruh Implementasi Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Pemahaman Konsep Dan Literasi Sains Siswa Kelas X SMA PGRI 1 Amlapura. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha. Vol 4, 111.
OECD. 2000. Measuring Student Knowledge And Skills : The PISA 2000 Assessment of Reading, Mathematical and Scientific Literacy. (Online). (http://www.oecd.org/education/school programmeforinternationalstudentassessmentpisa/33692793.pdf. Diakses 8 Februari 2012).
OECD. 2014. PISA 2012 Results in Focus: What 15-year-olds know and what they can do with what they know. (Online). (http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf. Diakses 9 November 2014).
Oktarisa, Yuvita. 2012. Literasi Sains. (Online). (https://vivit muzaki.wordpress.com/tag/literasi-sains/. Diakses 9 April 2014).
Paris, S. G., & A. H. Paris. 2001. Classroom applications of research on self-regulated learning. Educational psychologist University Of Michigan. Vol 36 (2), 89-101.
Rustaman, N.Y. 2006. Literasi Sains Anak Indonesia 2000 & 2003. Makalah pada Seminar Sehari Hasil Studi Internasional Prestasi Siswa Indonesia. Jakarta: Puspendik Depdiknas.
Sugiono. 2009. Metode Penelitian Pendidikan. Bandung: CV. Alfabeta.
Sui, Ester., & C. Ho. 2004. Self Regulated Learning and Academic Achievement of Hongkong Secondary School Students. Education Journal. Vol 32 (2), 87-107.
Yamin, Martin. 2013. Strategi dan Metode dalam Model Pembelajaran. Jakarta: Press Group.
Zimmerman, B.J. 1990. Self-Regulated Learning an Academic Achievment : An Overview. Jurnal Of Educational Psyhcologist. Vol 25 (1), 3-17.
Zumbrunn, S., J. Tadlock, & E. D. Roberts. 2011. Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature. Metropolitan Educational Research Consortium (MERC). Virginia Commonwealth University.
Refbacks
- There are currently no refbacks.
Copyright (c) 2015 Jurnal Pembelajaran Fisika
Copyright of the article is reserved by the author(s). Published by the Physics Education Study Program, Faculty of Teacher Training and Education, 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.
