KOMPARASI PEMAHAMAN KONSEP SISWA SMP TENTANG HUKUM ARCHIMEDES ANTARA PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN TEAM ASSISTED INDIVIDUALIZATION (TAI) PENDEKATAN SAINTIFIK

Abstract

Pada materi hukum Archimedes siswa dituntut untuk memahami konsep beserta aplikasinya. Alternatif pembelajaran untuk meningkatkan pemahaman konsep siswa adalah pembelajaran PBL pendekatan saintifik dan TAI pendekatan saintifik. Penelitian ini bertujuan untuk (1) mengetahui ketuntasan pembelajaran PBL pendekatan saintifik; (2) mengetahui ketuntasan pembelajaran TAI pendekatan saintifik; (3) menguji perbedaan rata-rata pemahaman konsep siswa antara pembelajaran PBL pendekatan saintifik, TAI pendekatan saintifik, dan ekspositori, (4) menguji pemahaman konsep siswa yang lebih baik antara siswa pembelajaran PBL pendekatan saintifik, TAI pendekatan saintifik, dan ekspositori. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 1 Brangsong tahun pelajaran 2014/2015. Pengambilan sampel penelitian melalui teknik cluster random sampling. Analisis data pemahaman konsep meliputi uji normalitas Chi-Kuadrat, uji proporsi, uji One Way Anova, dan uji lanjut Scheffe. Simpulan yang diperoleh adalah (1) pembelajaran PBL pendekatan saintifik tuntas mencapai 90,32%; (2) sampel pada pembelajaran TAI pendekatan saintifik tuntas mencapai 75%, tetapi untuk populasi belum mencapai ketuntasan; (3) terdapat perbedaan rata-rata pemahaman konsep siswa antara pembelajaran PBL pendekatan saintifik, TAI pendekatan saintifik, dan ekspositori; (4) pemahaman konsep siswa dengan pembelajaran PBL pendekatan saintifik yaitu 83,4 lebih baik dibandingkan pemahaman konsep siswa dengan pembelajaran TAI pendekatan saintifik yaitu 78,2 dan pembelajaran ekspositori yaitu 72,5.

 

In The Law of Archimedes, students comprehension of  the concepts along with its application is required. Alternative learning to improve conceptual understanding of students are the PBL and TAI of scientific approach. This research aims to (1)  determine the completeness of PBL scientific approach learning; (2) determine the completeness of TAI scientific approach learning; (3) examining the differences of student understanding concept among the PBL scientific approach learning, TAI scientific approach learning, and expository learning (4) testing whichone were better between students with PBL scientific approach learning, TAI scientific approach learning, and expository learning for students understanding concept. The population in this research was the 8^th grade of students from Junior High School 1 Brangsong in 2014/2015 academic year. The sample of this program was taking by cluster random sampling technic. The data analyzing of students understanding concept include test for normality using Chi-Square, proportion test, One Way Anova test, and further tests with Scheffe. The conclusions obtained were (1) understanding concept of students with PBL thoroughly scientific approach learning reached 90,32%, (2) Sample for understanding concept of students through TAI scientific approach reached 75%, but the population were not passed the exhaustiveness, (3) average difference of students concept understanding occured in students with PBL scientific approach, TAI scientific approach, and expository learning, (4) average score students understanding concept with PBL scientific approach learning (83,4) was better than the average of students understanding concept with TAI scientific approaches learning (78,2) and expository learning (72,5)