Penulis / NIM
SRI INDRIYANI VAN GOBEL / 441414014
Program Studi
S1 - PENDIDIKAN KIMIA
Pembimbing 1 / NIDN
Dr. OPIR RUMAPE, Drs., M.Si. / 0003095804
Pembimbing 2 / NIDN
SULEMAN DUENGO, S.Pd, M.Si / 0007017901
Abstrak
ABSTRAK
Sri Indriyani Van Gobel. 2018. Pengaruh Model Pembelajaran Inkuiri Terbimbing Bervisi SETS (Science, Environment, Technology and Society ) Terhadap Keterampilan Proses Sains dan Hasil Belajar Pada Materi Larutan Elektrolit dan Nonelektrolit. Skripsi. Program Studi Pendidikan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Gorontalo. Pembimbing I Dr. Opir Rumape, M.Si dan Pembimbing II Suleman Duengo, S.Pd, M.Si
Penelitian ini bertujuan untuk mengetahui (1) pengaruh penggunaan model pembelajaran Inkuiri Terbimbing bervisi SETS terhadap keterampilan proses sains dan hasil belajar siswa pada materi Larutan Elektrolit dan Nonelektrolit di SMA Negeri 1 Gorontalo (2) Seberapa besar pengaruh penggunaan model pembelajaran Inkuiri Terbimbing bervisi SETS terhadap keterampilan proses sains dan hasil belajar siswa pada materi Larutan Elektrolit dan Nonelektrolit di SMA Negeri 1 Gorontalo. Populasi dalam penelitian ini yaitu seluruh siswa kelas X SMA Negeri 1 Gorontalo, terdiri dari 9 kelas yang terdaftar pada tahun ajaran 2017-2018. Teknik pengambilan sampel menggunakan teknik sampling purposive. Sampel dalam penelitian ini adalah X IPA 1 sebagai kelas Eksperimen dan X IPA 3 sebagai kelas kontrol, masing-masing terdiri dari 25 siswa. Teknik pengumpulan data menggunakan instrument tes dan lembar observasi. Teknik analisis data menggunakan uji validitas, uji realiabilitas, uji nilai rata-rata, uji normalitas, uji homogenitas dan uji hipotesis. Berdasarkan uji hipotesis, terdapat pengaruh yang signifikan pada model pembelajaran inkuiri terbimbing bervisi SETS terhadap keterampilan proses sains yaitu dengan nilai rata-rata sebesar 88% (thitung = 1,804 > ttabel = 1,6722). Adapun model pembelajaran inkuiri terbimbing bervisi SETS terhadap hasil belajar kognitif, menghasilkan hasil yang signifikan, memperoleh nilai rata-rata sebesar 80,4 % (thitung = 11,7440 > ttabel = 1,6722). Hasil belajar afektif memperoleh nilai rata-rata 82,25% (thitung = 2,984 > ttabel = 1,6722) sedangkan hasil belajar psikomotor memperoleh nilai rata-rata sebesar 83% (thitung = 3,136 > ttabel = 1,6722).
Kata kunci : Keterampilan proses sains, Hasil belajar, Inkuiri terbimbing bervisi SETS
ABSTRACT
Sri Indriyani Van Gobel. 2018. The influence of Guided Inquiry Learning modelwith SETS vision on Science Process skills and the results of a Study on the electrolyte and Nonelectrolyte solution material. Skripsi. Chemical Department, Faculty of mathematics and natural sciences, State University of gorontalo. Advisor 1Opir Rumape, M.Si and advisor II Suleman Duengo, S.Pd, M.Si.
This research aims to know (1) the influence of the use of guided inquiry learning model with SETS vision on science process skills and the results of student outcomes on electrolyte and nonelectrolyte solution material in SMA N. 1 GORONTALO (2) How big is the influence of the use of guided inquiry learning model with SETS vision on science process skills and the results of student outcomes on electrolyte and nonelectrolyte solution material in SMA N. 1 GORONTALO. The population ofthis study is all students in X grades, consist of 9 class that is registered with the 2017-2018 school year.The sampling purposive uses as a technique for collect the samples. The sample in this research is X science2 as experiment class and X science 2 as control class, which every class consist of 25 students. Technique of collecting the data are using test instrument and observation sheet. Technique of analysis the data using the validity test, reliability test, average score test, normality test, homogeneity test, and hypothesis test. Based on hypothesis test there is significant influence on guided inquiry learning model with SETS vision on science process skills with 88% average score and he value t count greater than t table (t calculate = 1.804 > t = 1.6722 table). On the results of the study based on a test of the hypothesis there is significant influence towards inkuiri learning bervisi social interactions model SETS and cognitive learning results, affective and psychomotor. On cognitive scored an average of 80.4% with a value of t count greater than t table (t calculate = 11.7440 > t = 1.6722 table). For affective gained an average score of 82.25% and the value t count greater than t table (t calculate = t = table > 2.984 1.6722) then on the psychomotor scored an average of 83% and the value t count greater than t table (t calculate = 3.136 > t table = 1.6722).
Keywords: Science process skills, The result of the study, Guided inquiry with SETS vision.
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