PENERAPAN MODEL PEMBELAJARAN PEMBANGKIT ARGUMEN MENGGUNAKAN METODE SAINTIFIK UNTUK MENINGKATKAN KEMAMPUAN KOGNITIF DAN KETERAMPILAN BERARGUMENTASI SISWA
(1) STKIP Taman Siswa Bima, Sumbawa, Indonesia
(2) Sekolah Pascasarjana Universitas Pendidikan Indonesia, Bandung, Indonesia
(3) Sekolah Pascasarjana Universitas Pendidikan Indonesia, Bandung, Indonesia
Abstract
Penelitian ini dilakukan untuk memperoleh gambaran tentang perbedaan peningkatan kemampuan kognitif dan keterampilan berargumentasi siswa yang mendapatkan pembelajaran fisika dengan model pembangkit argumen menggunakan metode saintifik dan tanpa menggunakan metode saintifik, serta memperoleh gambaran mengenai hubungan antara keterampilan berargumentasi dengan kemampuan kognitif siswa yang mendapat pembelajaran dengan model pembangkit argumen menggunakan metode saintifik. Penelitian dilakukan menggunakan metode eksperimen semu dengan desain randomized control group pretest–posttest design. Populasinya adalah seluruh siswa kelas X MIA pada salah satu SMA Negeri di Kabupaten Pemalang. Sampel sebanyak dua kelas yang dipilih secara cluster random sampling. Hasil penelitian menunjukan bahwa terjadi peningkatan kemampuan kognitif dan keterampilan berargumentasi siswa di kedua kelas. Namun, besarnya peningkatan pada kelas eksperimen lebih signifikan dibanding kelas kontrol. Selain itu, terdapat hubungan yang kuat dan signifikan antara keterampilan berargumentasi dengan kemampuan kognitif siswa yang mendapat pembelajaran dengan model pembangkit argumen menggunakan metode saintifik.
ABSTRACT
The purposes of this study were to determine the difference between the generate-an-argument instructional model using scientific method and without scientific method in improving student’s cognitive abilities and argumentation skills, and to determine the correlation between the argumentation skills and the cognitive abilities in the generate-an-argument instructional model using scientific method class. The study was conducted using a quasi-experimental with randomized control group pretest-posttest design. The population were all of students in X MIA grades on one of the senior high schools in Pemalang district. There were two samples that chosen at random cluster sampling. The results showed that there was an improving of student’s cognitive abilities and argumentation skills in two classes. But, in the experiment’s class there was more significantly improvement student’s cognitive abilities and argumentation skills than in control class. In addition, there was a strong and significant correlation between argumentation skills and cognitive abilities of students having lesson implementing the generate-an-argument instructional model using scientific method.
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