EFEKTIVITAS BAHAN AJAR IPA TERPADU TERHADAP KEMAMPUAN BERPIKIR TINGKAT TINGGI SISWA SMP

L. Yuliati

Abstract


Penelitian ini bertujuan untuk menguji efektivitas bahan ajar IPA terpadu untuk SMP, khususnya tema Air Limbah Rumah Tangga. Desain penelitian menggunakan kuasi-eksperimen dengan Pretest-Postest Control Group Design. Penelitian dilaksanakan di SMPN 20 Malang kelas VII. Sampel ditetapkan dengan purposive sampling. Perlakuan pada kelompok eksperimen adalah pembelajaran yang menggunakan bahan ajar IPA terpadu, sedangkan kelompok kontrol  menggunakan buku  sekolah elektronik (BSE). Instrumen yang digunakan adalah butir soal tes, lembar observasi pembelajaran, dan perangkat  pembelajaran. Analisis data dilakukan dengan Anava AB untuk uji perbedaan rerata dan uji scheffe untuk uji efektivitas bahan ajar. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan berpikir tingkat tinggi pada siswa SMP yang menggunakan bahan ajar IPA Terpadu dengan siswa SMP yang menggunakan bahan ajar IPA yang terpisah bidang kajiannya, dan bahan ajar IPA terpadu efektif untuk meningkatkan kemampuan berpikir tingkat tinggi siswa.

 


This study aims totest the effectiveness of an integrated science teaching materials for students of junior high school, particularly in themeof Domestic Wastewater. The study designused a quasi-experimental pretest-posttest with control group design. The experiment was conductedin Junior High School of Malang. Samples were determined by purposive sampling. Treatmentin the experimental group was learning to integrated science teaching materials, whereas in the control group with the teaching materials available in schools. The instrument used were a matter oftestitems, observation sheets of learning, and learningtools. Data analysis was performed with AnovaAB totestmean difference and Scheffetesttotestthe effectiveness ofinstructional materials. The results showed that 1)there aredifferences inhigher-order thinkingskillsinjunior high school students using teaching materials in integrated science withjunior high school students who useda separate instructional materials science field studies, and 2)an integrated science teaching materialsis effective to be applied toenhance higher order thinking skills of students.


Keywords


integratedscienceteaching material; higher order thinking

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References


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DOI: https://doi.org/10.15294/jpfi.v9i1.2580

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