Pengaruh Metode Pembelajaran Inkuiri Terbimbing dan Inkuiri Bebas Termodifikasi ditinjau dari Sikap Ilmiah dan Aktivitas Balajar

ABSTRAK

Bramastia. “Pengaruh Metode Pembelajaran Inkuiri Terbimbing dan Inkuiri Bebas Termodifikasi ditinjau dari Sikap Ilmiah dan Aktivitas Balajar”. Tesis, Surakarta: Program Studi Pendidikan Sains Program Pascasarjana. Universitas Sebelas Maret, Juni 2010.

Tujuan penelitian ini adalah untuk mengetahui: (1) pengaruh pengaruh antara pembelajaran inkuiri terbimbing dan inkuiri bebas terhadap prestasi belajar siswa, (2) pengaruh antara sikap ilmiah tinggi dan rendah terhadap prestasi belajar siswa; (3) pengaruh antara aktivitas belajar tinggi dan rendah terhadap prestasi belajar siswa; (4) interaksi antara metode pembelajaran inkuiri terbimbing dan inkuiri bebas dengan sikap ilmiah terhadap prestasi belajar siswa; (5) interaksi metode pembelajaran inkuiri terbimbing dan inkuiri bebas dengan aktivitas belajar terhadap prestasi belajar siswa; (6) interaksi antara sikap ilmiah dan aktivitas belajar terhadap prestasi belajar; (7) interaksi antara metode pembelajaran inkuiri terbimbing dan inkuiri bebas, sikap ilmiah, dan aktivitas belajar terhadap prestasi belajar siswa.
Penelitian ini menggunakan metode eksperimen. Populasi adalah seluruh kelas IX SMP Negeri 4 Mojosongo Boyolali tahun pelajaran 2009/2010, sejumlah 6 kelas. Sampel diambil dengan teknik simple random sampling sejumlah 4 kelas. Teknik pengumpulan data untuk prestasi belajar menggunakan metode tes, sikap ilmiah menggunakan metode angket dan aktivitas belajar menggunakan angket. Teknik analisis data yang digunakan adalah analisis variansi tiga jalan dengan sel tak sama.
Berdasarkan hasil penelitian ini dapat disimpulkan: (1) terdapat perbedaan pengaruh yang signifikan antara pembelajaran inkuiri terbimbing dan inkuiri bebas terhadap prestasi belajar siswa; (2) terdapat perbedaan pengaruh yang signifikan antara sikap ilmiah tinggi dan rendah terhadap prestasi belajar siswa; (3) terdapat perbedaan pengaruh antara yang signifikan aktivitas belajar tinggi, dan rendah terhadap prestasi belajar siswa; (4) tidak terdapat interaksi antara metode pembelajaran inkuiri terbimbing dan inkuiri bebas dengan sikap ilmiah terhadap prestasi belajar siswa; (5) tidak terdapat interaksi antara metode pembelajaran inkuiri terbimbing dan inkuiri bebas dengan aktivitas belajar terhadap prestasi belajar siswa; (6) tidak terdapat interaksi antara sikap ilmiah dan aktivitas belajar terhadap prestasi belajar; (7) tidak terdapat interaksi antara metode pembelajaran inkuiri terbimbing dan inkuiri bebas, sikap ilmiah, dan aktivitas belajar terhadap prestasi belajar siswa.

ABSTRACT

Bramastia. S830908007 “The Effect of Guided Inqury and Modified Free Inquiry Methods over viewed by Student Scientific Attitude and Learning Activity (Case Study on Electric Dinamic for Students Grade IX SMP N 4 Mojosongo Boyolali Academic Year 2009/2010). Thesis: The Graduate Program in Science Education, Postgraduate Program, Sebelas Maret University, Surakarta, 2010. The Advisar are (1). Prof. Dr. Widha Sunarno, M.Pd, (2). Dra. Suparmi, MA. Ph.D.
This research are to know: (1) the effect of the use of Guided Inquiry and Modified Free Inquiry Method on the purposes of the students achievement, (2) the effect of the scientific attitude on toward student achievement, (3) the effect of the learning activity on the toward student achievement, (4) the interaction between the learning methods and the student’s scientific attitude on student achievement, (5) the interaction between the learning methods and the student’s learning activity on the student achievement, (6) the interaction between students’ scientific attitude and student’s learning activity on the student achievement, and (7) the interaction among the guided inquiry, modified free inquiry method, students’ scientific attitude and student’s learning activity on the student achievement.
This research used experimental methods. Its population was all of the students in the grade IX, SMP Negeri 4 Mojosongo Boyolali year 2009/2010. The samples of the research consisted of 4 classes which were randomic by using a cluster random sampling technique. They were then divided into two experimental groups; each group consisted of 2 class. The first group used the Guided Inquiry learning method where as the second one used the modified free inquiry learning method. The data of the student achievement was learning activity and collected through the test of learning achievement. The hypotheses of the research were tested by using a three-way analysis of variance (ANOVA) with unequal cells aided by the computer software minitab 15.
Based on the data analysis, conclusions are drawn as follows. 1) There is an effect of the use of Guided Inquiry and Free inquiry on the cognitive learning achievement . 2) There is an effect of the scientific attitude on the cognitive learning achievement. 3) There is an effect of the learning activity on the cognitive learning achievement. 4) There is not any interaction of effect between the guided inquiry, free inquiry method and scientific attitude on the cognitive learning achievement. 5) There is no any interaction of effect between the guided inquiry, free inquiry method and learning activity on the cognitive learning achievement 6) There is no any interaction of effect between the scientific attitude and learning activity on the cognitive learning achievement, 7) There is no any interaction of effect between the guided inquiry, free inquiry method, scientific attitude and learning activity on the cognitive learning achievement.
Key words: Guided Inquiry, Modified free inquiry, student achivement, scientific attitude, learning activity.