PENGARUH PEMBELAJARAN INKUIRI TERBIMBING TERHADAP PENINGKATAN EFIKASI DIRI DAN KEMAMPUAN KOGNITIF SISWA SMK PADA TOPIK LARUTAN PENYANGGA
Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran inkuiri terbimbing terhadap peningkatan efikasi diri dan peningkatan kemampuan kognitif peserta didik pada topik larutan penyangga. Metode yang digunakan mixed method dengan desain penelitian the two group pretest postest design. Subyek...
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| Format: | Academic Paper |
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2017-08-25.
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| Online Access: | http://repository.upi.edu/3756/ |
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| Summary: | Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran inkuiri terbimbing terhadap peningkatan efikasi diri dan peningkatan kemampuan kognitif peserta didik pada topik larutan penyangga. Metode yang digunakan mixed method dengan desain penelitian the two group pretest postest design. Subyek penelitian berjumlah 60 peserta didik kelas XI AK di salah satu SMKN di kota Bandung, terdiri dari 30 peserta didik kelas eksperimen dan 30 peserta didik kelas kontrol. Instrumen yang digunakan dalam penelitian terdiri dari kuisioner efikasi diri, tes kemampuan kognitif peserta didik pretest dan postest, pedoman wawancara, dan lembar observasi. Analisis data menggunakan uji t dengan signifikan ABSTRACT This study aims to determine the effect of guided inquiry learning on improving self - efficacy of learners and improvement of cognitive ability of learners on the topic of buffer solution. The method used is the mixed method with two group pretest postest design. The subjects of the study were 60 students of class XI AK in one of the SMKN in Bandung, consisting of 30 experimental class students and 30 control class learners. The instruments useself efficacy questionnaire, cognitive ability test of pretest and posttest, interview guides, and observation sheet. Data analysis using t test with significant α = 0,05. Based on the result of inquiry of guided inquiry study, there is a significant improvement in self efficacy as pect and cognitive ability of students on the topic of buffer solution. Data of pretest and posttest interview, observation, questionnaire showed significant result, that is improvement of experimental class with Scientificully guided inquirylearning. The mean of self efficacy of student learning there is significant difference of experiment class than control class equal to 0,025. Cognitive abilities in students there is a significant difference of experimental class from the control class of 0.042. There is a significant relationship between guided inquiry learning with self efficacy and guided inquiry learning with students' cognitive abilities. Each correlation value is 0.585 and 0.501. The learning process with guided inquiry is fun and challenging so that students can expose their ideas and opinions without being forced. From the results of questionnaires students showed an attitude of interest, sincerity and a good response to learning. While the results of questionnaires teachers showed that guided inquiry learning can make students learn active, facilitate students to engage and communicate opinions, can improve self efficacy and cognitive abilities, motivate, inspire teachers to carry out guided inquiry learning . Keywords Guided Inquiry Learning, self efficacy, cognitive abilities, Buffer Solution, The Influence. |
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| Item Description: | http://repository.upi.edu/30756/1/T_KIM_1503079_Title.pdf http://repository.upi.edu/30756/2/T_KIM_1503079_Abstract.pdf http://repository.upi.edu/30756/3/T_KIM_1503079_Table%20of%20Content.pdf http://repository.upi.edu/30756/4/T_KIM_1503079_Chapter1.pdf http://repository.upi.edu/30756/5/T_KIM_1503079_Chapter2.pdf http://repository.upi.edu/30756/6/T_KIM_1503079_Chapter3.pdf http://repository.upi.edu/30756/7/T_KIM_1503079_Chapter4.pdf http://repository.upi.edu/30756/8/T_KIM_1503079_Chapter5.pdf http://repository.upi.edu/30756/9/T_KIM_1503079_Bibliography.pdf http://repository.upi.edu/30756/10/T_KIM_1503079_Appendix.pdf |