Efektifitas Model Pembelajaran Investigasi Kelompok Untuk Meningkatkan Keterampilan Proses Sains dan Keterampilan Berpikir Kritis Siswa SMA
DOI:
https://doi.org/10.26618/jpf.v5i2.605Abstrak
Abstrak – Penelitian ini bertujuan untuk mendeskripsikan efektifitas penerapan model pembelajaran investigasi kelompok untuk meningkatkan keterampilan proses sains dan keterampilan berpikir kritis siswa SMA. Metode penelitian yang digunakan adalah quasi experimental dengan satu kelas eksperimen yang diberikan perlakuan dengan penerapan model pembelajaran investigasi kelompok dan kelas kontrol dengan pembelajaran konvensional metode praktikum. Hasil penelitian menunukkan bahwa Model pembelajaran Investigasi kelompok secara signifikan dapat lebih meningkatkan keterampilan proses sains siswa dibandingkan dengan model pembelajaran konvensional metode praktikum. Data hasil penelitian mendapatkan N-gain kelas eksperimen sebesar 0,58; dan N-gain kelas kontrol sebesar 0,49. N-gain kelas eksperimen dan kelas kontrol masuk ke dalam katagori sedang. Sedangkan pada keterampilan berpikir kritis siswa, hasil yang diperoleh dari penelitian ini adalah Keterampilan Berpikir Kritis siswa tidak berbeda secara signifikan pada kelas eksperimen dengan kelas kontrol. Data hasil penelitian mendapatkan N-gain kelas eksperimen sebesar 0,01; dan N-gain kelas kontrol sebesar 0,01. N-gain tersebut dalam katagori rendah. N-Gain yang sangat rendah menyatakan bahwa model pembelajaran investigasi kelompok tidak dapat ditetapkan sebagai penyebab meningkatnya keterampilan proses sains siswa.
Kata kunci: Model Pembelajaran Investigasi Kelompok, Keterampilan Proses Sains, Keterampilan Berpikir Kritis.
Abstract – This study aimed to describe the effectiveness of the application of learning models investigative group to improve science process skills and critical thinking skills of high school students. The method used is quasi-experimental with a given experimental class treatment with the application of investigative learning and classroom control group with conventional learning methods practicum. The results showed that the group of Investigation learning model can significantly improve the students' science process skills compared with conventional methods of practical learning model. Data were getting N-gain experimental class was 0.58; and N-gain control class 0,49. N-gain experimental class and control class fit into the category of being. While the critical thinking skills of students, the results obtained from this study is Critical Thinking Skills of students did not differ significantly in the experimental class with grade control. Data were getting N-gain experimental class of 0.01; and N-gain control class is 0.01. The N-gain in the low category. N-Gain very low state that the investigation group learning model can not be set as the cause of increasing students' science process skills.
Key words: Learning Model Group Investigation, Science Process Skills, Critical Thinking Skills
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