Kontribusi Tingkat Rasa Ingin Tahu terhadap Kualitas Aktivitas Siswa dalam Pembelajaran Respirasi Berbasis Pendekatan Saintifik

Abstract

Tujuan penelitian ini untuk mengetahui kontribusi tingkat rasa ingin tahu terhadap
kualitas aktivitas siswa dalam pembelajaran respirasi berbasis pendekatan saintifik. Penelitian ini
telah dilakukan di SMA N 1 Kudus dengan menggunakan metode kombinasi explanatory sequential
design. Sumber data penelitian ini yaitu 119 siswa kelas XI yang diambil dengan random sampling dan
15 siswa darinya yang dipilih dengan purposive sampling. Data rasa ingin tahu siswa diperoleh dengan
metode angket, sedangkan data aktivitas siswa dalam pembelajaran respirasi berbasis pendekatan
saintifik diperoleh dengan metode angket dan wawancara. Data dianalisis kuantitatif menggunakan
teknik deskriptif persentase dan uji regresi, serta dianalisis kualitatif menggunakan teknik Miles dan
Huberman. Hasil penelitian menunjukkan rasa ingin tahu berkontribusi positif sebesar 67,3%
terhadap aktivitas siswa dalam pembelajaran respirasi berbasis pendekatan saintifik. Hasil
wawancara memperkuat bahwa tingkat rasa ingin tahu yang berbeda berpengaruh terhadap kualitas
aktivitas mengamati, menanya, mengumpulkan informasi/mencoba, menalar, dan mengkomunikasi
yang berbeda pula.

This study aimed to know the contribution of curiosity level toward the quality of students’ activity in
scientific approach based-respiration learning. This study has been conducted at SMA N 1 Kudus by using mixed
method: explanatory sequential design. The prime resources of this research were 119 students of grade XI taken
by random sampling and 15 students from the first sampling were selected by purposive sampling. Data of
students’ curiosity were obtained by questionnaire, while students’ activity in scientific approach based-respiration
learning were obtained by questionnaire and interview. Data were analyzed quantitatively using percentage
descriptive technique and regression test, and analyzed qualitatively using Miles and Huberman technique. The
results showed that curiosity contributed positively to students’ activity in scientific approach based-respiration
learning up to 67.3%. The interview results confirmed that the different level students’s curiosity affects to the
quality of observing, asking, gathering information/experimenting, associating, and communicating activity
which were also different.