Efektifitas Penerapan Model Pembelajaran Discovery Terhadap Kemampuan Argumentasi Siswa pada Materi Laju Reaksi di Kota Jambi

Muhammad Haris Effendi-Hasibuan, Harizon, Ngatijo, Fuldiaratman
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Abstract

Penelitian ini bertujuan untuk melihat efektifitas penerapan model pembelajaran kooperatif discovery terhadap kemampuan argumentasi siswa pada materi laju reaksi kelas XI IPA SMAN 8 Kota Jambi. Efektifitas diselidiki dengan membandingkan kemampuan argumentasi siswa pada 3 kelas berbeda yaitu kelas Discovery Learning (eksperimen I), kelas Direct Instruction berbasis diskusi (eksperimen 2), dan kelas ceramah (kontrol). Posttest Only Group design telah digunakan dalam penelitian ini. Sebanyak 90 orang siswa telah dipilih secara random dan ditempatkan ke dalam 3 kelas tersebut. Data dikumpulkan menggunakan lembar observasi dan tes kemampuan argumentatif. Berdasarkan hasil analisis statistika menggunakan SPSS 23 diperoleh bahwa ketiga deret data berdistribusi normal (p>0.05) dan homogen (p>0.05) dengan nilai rata-rata tertinggi untuk discovery learning (eksperimen 1) sebesar 75.2, diikuti oleh direct instruction berbasis diskusi (eksperimen 2)sebesar 73.0, dan direct instruction ceramah (kontrol) sebesar 62.6. Hasil uji One Way Anova dengan metode Tukey menunjukkan bahwa tidak terdapat perbedaan kemampuan argumentsi antara kelas eksperimen 1 dan 2 (p>0.05) namun keduanya berbeda dengan kelas kontrol (p<0.05). Hasil uji tersebut parallel dengan hasil observasi yang menunjukkan bahwa kelas eksperimen 1 dan 2 melaksanakan pembelajaran dengan sangat baik (87,00%), dan baik (79,00%), sedangkan kelas kontrol melaksanakan pembelajaran dengan kualitas sedang (60%). Berdasarkan hasil penelitian dapat disimpulkan bahwa kemampuan argumentasi siswa dapat ditumbuhkan menggunakan model pembelajaran berkelompok namun tidak berhasil jika menggunakan model pembelajaran ceramah. Oleh karena itu, peneliti menyarankan agar guru menggunakan model pembelajaran berkelompok untuk melatih kemampuan argumentasi siswa dalam mata pelajaran kimia, termasuk IPA. This research aimed at investigating the effect of implementation of discovery learning on students’ argumentation skill in the subject of chemical reaction rate by students of XI IPA SMAN 8 in Jambi city. The effectiveness was investigated by comparing the students’ argumentation skill in three different groups; these were discovery learning (experiment 1), discussion-based direct instruction (experiment 2), and lecturing-based direct instruction (control group). Posttest Only Group design had been utilized in this study and some 90 students had been recruited randomly and allocated in the three groups. Data was collected using observational sheets and argumentation tests. Based on the statistical analyses using SPSS 23 it was seen that the data was normal (p>0.05) and homogeny (p>0.05) by the highest mean for the discovery learning group (experiment 1) at 75.2, followed by the discussion-based direct instruction group (experiment 2) at 73.0, and the lecturing-based direct instruction group (control) at 62.6. One way Anova test by Tukey HSD showed that there was no difference between the experiment groups (p>0.05) but both were significantly different with the control group (p<0.05). Such results were parallel with the observation results showing that the students in the both experiment groups conducted the learning process at the high and good quality (87% and 79%), meanwhile those in the control group conducted the learning process at the moderate quality (60%). It can be concluded, thus, that students’ argumentative skill can be successfully nurtured using the cooperative learning models but little success using more traditional strategies. This is why science teachers are strongly recommended to use the cooperative learning models to enhance students learning outcomes in chemistry, including in science subjects.
发现学习模式学习模式在Jambi镇快速反应物质上对学生推理能力的有效性
研究结果是将学生的推理能力(我的实验)、基于讨论的直接教学课程(实验2)和课堂(控制)进行比较。博彩设计是这项研究中唯一使用的工具。多达90名学生被随机挑选,并被分配到这三个班。数据是用观测表和论证性能力测试收集的。根据民意分析结果,根据SPSS 23获得的三行正常分布数据(p>0.05)和均质(p>0.05)的平均值为73.2,其次是基于direct工具讨论(实验2)为73.0,直观教学(control)为62.6分。One Way Anova测试和Tukey方法表明,没有出现argumentsi课堂实验1和2之间的能力差异(p > 0 . 05),但两者是不同的控制类(p0。05)和homogeny (p > 0 . 05):《探索学习集团最高平均值为2(1)实验at 75。顺便说一下,跟着discussion-based direct编订集团(2)实验at 73。0,和《lecturing-based direct编订集团(控制)at 6 62。Tukey HSD的一项测试表明,实验群(p>0.05)之间没有什么区别,但两人对控制组(p<0.05)都有明显的不同。这种结果与观察结果相协调,即两种实验中所产生的学习过程(87%和79%),也就是说,在控制小组中,那些在学习过程中受到适度的影响(60%)。这是可以确定的,因为学生们的争论技巧可以通过合作学习模式取得成功,但通过更传统的策略取得一点成功。这就是为什么科学教学如此强烈地提倡使用合作学习模式来加强化学学习,包括科学实验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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