EFEKTIVITAS PEMBELAJARAN MENGGUNAKAN LKS SMART (SOLVING, MANIPULATION, AND STORY TELLING) BERBASIS GUIDED INQUIRY MATERI SISTEM RESPIRASI

Abstract

Penelitian ini bertujuan mengetahui hasil belajar siswa pada pembelajaran menggunakan LKS SMART berbasis Guided Inquiry pada materi sistem respirasi di SMA N 1 Kajen. Penelitian ini menggunakan desain quasy experimental. Sampel yang digunakan adalah kelas 11 MIPA 3 (kelas kontrol) dan 11 MIPA 4 (kelas eksperimen). Pengambilan sampel menggunakan teknik purposive sampling. Hasil penelitian menunjukkan hasil belajar kognitif siswa kelas eksperimen ketuntasan klasikal 86,2%, kelas kontrol 83,4%. Hasil analis uji n gain diperoleh peningkatan hasil belajar kelas eksperimen 63,8% pada kategori tinggi dan 36,2% pada kategori sedang, sedangkan kelas kontrol 22,2% pada kategori tinggi, 69,4% pada kategori sedang dan 8,4% pada kategori rendah. Hasil uji t menunjukkan perbedaan yang signifikan antara hasil belajar kelas eksperimen dengan kelas kontrol dengan thitung 3,834> ttabel 1,67. Berdasarkan analisis aspek afektif, baik sikap spiritual maupun sosial, karakteristik kelas eksperimen lebih baik dibandingkan kelas kontrol yaitu 100% dengan kriteria sangat baik. Berdasarkan aspek psikomotorik, kelas eksperimen menunjukkan hasil 47,22% dengan kriteria sangat baik dan 52,78% dengan kriteria baik, sedangkan kelas kontrol hanya 27,77% dengan kriteria sangat baik dan 72,23% dengan kriteria baik. Secara umum guru dan siswa juga memberikan tanggapan sangat baik terhadap pembelajaran yang diterapkan. Simpulan: pembelajaran menggunakan LKS SMART berbasis Guided Inquiry efektif terhadap pembelajaran materi sistem respirasi.

This study aim’s to find out the students learning results in learning using SMART Worksheet Guided Inquiry-based on the respiratory system material in SMA N 1 Kajen. This study used a quasy-experimental design. Sampling used purposive sampling technique. The sample used was Grade 11 MIPA 3 (as controlled group) and 11 MIPA 4 (as experimental class). The results showed that experimental class had achieved classical completeness 86,2%, while the controlled class was 83,4%. The results of analysis of test n-gain showed that the improvement experimental class learning results was 63,8% in the high category and the rest 36,2% was in medium category, while the controlled class only 22,2% in the high category and the rest 69,4% in medium and 8,4% in low category. The results of t-test showed a significant difference between the results of experimental class learning with a controlled class with t count 3.834 > t tabel 1.67. Based on data analysis affective aspect, both spiritual attitudes and social characteristics of the experimental class showed better result than controlled class that were 100 % in very good criteria. Based on psychomotor aspect, experimental class showed better results than the controlled class got 47.22% classified as very good criteria and the rest 52,78% were in good criteria, while only 27,77% controlled class classified as very good criteria and the rest 72,23% were in good criteria. In general, teachers and students also respond very well to applied learning. The conclusion of this study results showed that learning using SMART Worksheet Guided Inquiry-based on effective to learning ofthe respiratory system materials.