PEMBELAJARAN SIMAYANG TIPE II UNTUK MENINGKATKAN SELF-EFFICACY DAN KETERAMPILAN BERPIKIR KRITIS

Reni Meidayanti, Sunyono Sunyono, Lisa Tania

Abstract


The aims of this research were to describe the effectiveness and practicality of SiMaYang type II learning model to improve self-efficacy and critical thinking skills on electrolyte and non-electrolyte solution topics. This research used one group pretest-posttest design and was conducted in 10th grade at SMAN 8 Bandar Lampung. The effectiveness was determined by the activity of students during the learning, the ability of teacher in managing the learning, and students achievement in improving their self-efficacy and critical thinking skills. However, the practicality was determined by the implementation of the lesson plan and students' responses of learning. This research concluded that SiMaYang type II learning model was effective and practice on high criteria to improve self-efficacy and critical thinking skills.

Tujuan dari penelitian ini untuk mendeskripsikan keefektivan dan kepraktisan model pembelajaran SiMaYang tipe II untuk meningkatkan self-efficacy dan keterampilan berpikir kritis siswa pada materi elektrolit dan nonelektrolit. Penelitian ini menggunakan One Group Pretest-Posttest Design yang dilakukan di kelas X di SMAN 8 Bandar Lampung. Keefektivan ditentukan dari aktivitas siswa selama pembelajaran, kemampuan guru dalam mengelola pembelajaran, ketercapaian dalam peningkatan self-efficacy dan keterampilan berpikir kritis siswa. Selanjutnya, kepraktisan ditentukan dari keterlaksanaan RPP dan respon siswa terhadap pelaksanaan pembelajaran. Hasil penelitian menunjukkan model pembelajaran SiMaYang tipe II dinilai efektif dan praktis berkriteria tinggi dalam meningkatkan self-efficacy dan keterampilan berpikir kritis.

Kata kunci: berpikir kritis, keefektivan, kepraktisan, self-efficacy, SiMaYang tipe II


Full Text:

PDF

References


Afdila, D., Sunyono, & Efkar, T. 2015. Penerapan Simayang Tipe II Pada Materi Larutan Elektrolit Dan Non-Elektrolit. Jurnal Pendidikan Kimia, 4(1): 1-14.

Bandura, A. 1994. Self-Efficacy. In V.S. Ramachaudran (Ed.), Enclyclopedia of Human Behavior. 4 : 71-78. New York: Academic Press.

Bassham, G., Irwin, W., Nardone, H., & Wallace, JM. 2007. Critical Thingking. Mc-Graw Hill Companies, Inc. New York.

Badan Standar Nasional Pendidikan. 2006. Standar Isi Mata Pelajaran Kimia SMA/MA. BSNP. Jakarta.

Budi, L. C. 2013. Pengaruh Metode Pembelajaran Group Investigation (GI) dan Minat Terhadap Prestasi Belajar Siswa Pada Pokok Bahasan Struktur Atom dan Sistem Periodik Kelas XI SMAN 6 Surakarta Tahun Pelajaran 2012/2013. Jurnal Pendidikan Kimia, 2 (3): 10-18.

Ennis, R. H. 1989. Critical Thingking and Subject Specificity Clarification and Needed Research. Journal Education, 18 (3): 4-10.

Harahap, D. 2008. Analisis Hubungan Antara Efikasi Diri Siswa Dengan Hasil Belajar Kimianya. Padang si dimpuan: UMTS, 3(1): 42-53.

Hadinata, P. 2009. Iklim Kelas dan Motivasi Belajar Siswa SMA. Jurnal Psikologi, 3(1): 93-98.

Hanifah, N. & Rudiana, A. 2012. Peningkatan Self-Efficacy Dan Berpikir Kritis Melalui Penerapan Model Pembelajaran Inkuiri Materi Pokok Asam Basa Kelas Xi Sman 9 Surabaya. Unesa Journal of Chemical Education, 1(1) : 27-33.

Herawati, R. F., Mulyani, S., & Redjeki, T. 2013. Pembelajaran Kimia Berbasis Multiple Representasi Ditinjau Dari Kemampuan Awal terhadap Prestasi Belajar Laju Reaksi Siswa SMA Negeri 1 Karanganyar Tahun Pelajaran 2011/2012. Jurnal Pendidikan Kimia (JPK), 2(2): 38-43.

Johnstone, A. H. 1991. Why is Science Difficult to Learn? Things are Seldom What They Seem. [Online]. Journal of Computer Assisted Learning, 7 (2): 75-83. Available: http://www.researchgate. net/publication/227948144_Why_is_science_difficult_to_learn_Things_are_seldom_what_they_seem. Diakses pada tanggal 19 April 2015.

Mahmudi, M. H. & Suroso, S. 2014. Efikasi Diri, Dukungan Sosial dan Penyesuaian Diri Dalam Belajar. PERSONA, 3(02): 183-194.

Ogawa, H., Fujii, H., & Sumida, M. 2009. Development of a Lesson Model in Chemistry through Special Emphasis on Imagination Leading to Creation (SEIC). [Online]. Chemical Education Journal (CEJ), 13 (1): 1-6. Available: http://chem. sci.utsunomiya-u.ac.jp/cejrnIE.html. Diakses pada tanggal 9 November 2015.

OECD (Organization for Economic Co-operation and Development). 2013. PISA 2012 Assesment and Analytical Framework: matemathics, reading, science, problemsolving, and financial literacy.[Online]. Tersedia: http: //www.keepeek.com/Digital-Asset Management/oecd/education/pisa-2012-assessment-and-analytical-framework_9789264190511-en. Diakses pada tanggal 2 desember 2015.

Rachmawati, Y. 2012. Hubungan Antara Self-Eficacy dengan Kematangan Karir pada Mahasiswa Tingkat Awal dan Tingkat Akhir di Universitas Surabaya. Jurnal Ilmiah Mahasiswa Universitas Surabaya, 1(1) : 11-18.

Sudjana, N. 2005. Metode Statistika Edisi keenam. Bandung: PT. Tarsito.

Sunyono. 2012. Buku Model Pembelajaran Berbasis Multipel Representasi (Model SiMaYang). Anugrah utama raharja. Bandar lampung.

Sunyono, Yunita, L., & Muhammad, I. 2015. Supporting Students in Learning with Multiple Representation to Improve Student Mental Models on Atomic Structure Concepts. Science Education International, 26 (2): 104-125.

Talanquer, V. 2011. Macro, Submicro, and Symbolic: The Many Faces of the Chemistry "Triplet". International Journal of Science Education, 33 (2): 179-195.

Zimmerman, B. 2000. Self-Efficacy: An Essential Motive to Learn. Contemporary Educ. Psycho, 25 (2) : 82-91.


Refbacks

  • There are currently no refbacks.