Pendidikan IPA pada hakikatnya meru

Pendidikan IPA pada hakikatnya merupakan suatu proses yang membelajarkan siswa untuk memahami alam melalui pendekatan ilmiah. Pendekatan ilmiah dapat mendorong siswa terlibat aktif guna mendapatkan pengalaman belajar bermakna. Pemberian pengalaman belajar dilaksanakan melalui pengembangan keterampilan proses sains. Kenyataan dilapangan siswa kurang menguasai keterampilan proses sains. Berdasarkan hasil observasi di SMPN 1 Malang diketahui bahwa siswa cenderung pasif selama mengikuti kegiatan pembelajaran yang mengindikasikan rendahnya keterampilan proses sains siswa. Salah satu model pembelajaran yang dapat meningkatkan retensi terhadap pemahaman konsep melalui pengembangan keterampilan proses adalah Learning Cycle 5E. Selama proses pembelajaran ini siswa dituntut untuk aktif dalam proses berpikir, sehingga kurang efektif apabila masih terdapat miskonsepsi dalam diri siswa. Upaya untuk meningkatkan keefektifan model pembelajaran Learning Cycle 5E yaitu menggunakan teknik Mind Mapping. Penelitian ini bertujuan untuk mengetahui perbedaan pengaruh antara model pembelajaran Learning Cycle 5E dipadu teknik Mind Mapping dengan model Learning Cycle 5E terhadap keterampilan proses sains siswa.

Penelitian eksperimen semu ini menggunakan rancangan Posttest-Only Control Design. Sampel dipilih menggunakan teknik Cluster Random Sampling dari 8 kelas VII di SMPN 1 Malang. Kelas eksperimen adalah kelas VII (H) sebanyak 33 siswa dan kelas kontrol adalah kelas VII (F) sebanyak 33 siswa. Data keterampilan proses sains diperoleh menggunakan tes keterampilan proses sains. Sebelum digunakan, lembar tes telah divalidasi isi dan divalidasi empiris. Reliabilitas soal tes keterampilan proses sains 0,86. Pengujian hipotesis menggunakan statistik parametrik uji-t. Berdasarkan uji hipotesis diperoleh nilai signifikansi 0,024 < 0,05 maka hipotesis diterima.

Hasil penelitian ini menunjukkan bahwa terdapat perbedaan keterampilan proses sains antara siswa yang belajar menggunakan model Learning Cycle 5E dipadu teknik Mind Mapping dengan siswa yang belajar menggunakan model Learning Cycle 5E. Rata-rata niai keterampilan proses sains siswa yang belajar menggunakan model Learning Cycle 5E dipadu teknik Mind Mapping 71,64 lebih tinggi dibandingkan dengan rata-rata nilai siswa yang belajar menggunakan Learning Cycle 5E 65,09.

Results (English) 1:

Education and SCIENCE in fact is a process that membelajarkan students to understand nature through scientific approach. A scientific approach can encourage students engaged actively in order to get a meaningful learning experience. The giving experience learning implemented through skills development the process of science. The fact the real students master skills in the process of science. Based on the results of observation on SMP 1 Unfortunate note that students tend to be passive for the learning activity which indicates a low level of skill the process of science students. One of the learning models that can improve retention against understanding through skills development process is a Learning Cycle 5E. During this process of learning students are required to be active in the process of thinking, resulting in less effective if there is still a misconception in students. Efforts to improve the effectiveness of the learning model 5E Learning Cycle that is using the technique of Mind Mapping. This research aims to know the difference between the influence of learning Learning Cycle model 5E combined technique of Mind Mapping with the 5E Learning Cycle model against the science process skills of students.Penelitian eksperimen semu ini menggunakan rancangan Posttest-Only Control Design. Sampel dipilih menggunakan teknik Cluster Random Sampling dari 8 kelas VII di SMPN 1 Malang. Kelas eksperimen adalah kelas VII (H) sebanyak 33 siswa dan kelas kontrol adalah kelas VII (F) sebanyak 33 siswa. Data keterampilan proses sains diperoleh menggunakan tes keterampilan proses sains. Sebelum digunakan, lembar tes telah divalidasi isi dan divalidasi empiris. Reliabilitas soal tes keterampilan proses sains 0,86. Pengujian hipotesis menggunakan statistik parametrik uji-t. Berdasarkan uji hipotesis diperoleh nilai signifikansi 0,024 < 0,05 maka hipotesis diterima. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan keterampilan proses sains antara siswa yang belajar menggunakan model Learning Cycle 5E dipadu teknik Mind Mapping dengan siswa yang belajar menggunakan model Learning Cycle 5E. Rata-rata niai keterampilan proses sains siswa yang belajar menggunakan model Learning Cycle 5E dipadu teknik Mind Mapping 71,64 lebih tinggi dibandingkan dengan rata-rata nilai siswa yang belajar menggunakan Learning Cycle 5E 65,09.

Results (English) 2:

Education IPA essentially a process that membelajarkan students to understand nature through scientific approaches. The scientific approach can encourage students to be actively involved in order to get a meaningful learning experience. Giving a learning experience carried out through developing science process skills. The fact the field of students did not master science process skills. Based on observations in SMPN 1 Malang is known that students tend to be passive during the learning activities that indicate poor science process skills of students. One model of learning that can increase retention of understanding of the concept through skills development process is the Learning Cycle 5E. During this learning process students are required to be active in the thought process, making it less effective when there are misconceptions in students. Efforts to improve the effectiveness of the model Learning Cycle 5E is using Mind Mapping technique. This study aims to determine the effect of the differences between the models 5E Learning Cycle Mind Mapping technique combined with Learning Cycle 5E model of the science process skills of students. The study uses a quasi-experimental design Posttest-Only Control Design. Samples were selected using cluster random sampling technique of 8 class VII SMPN 1 Malang. Experimental class is a class VII (H) as many as 33 students and the control class is a class VII (F) as many as 33 students. Data science process skills obtained using science process skills test. Before use, test sheet has been validated content and validated empirically. The reliability of science process skills test item 0.86. Parametric statistical hypothesis testing using t-test. Based on the hypothesis test significance value 0.024 <0.05 then the hypothesis is accepted. The results of this study indicate that there are differences between the science process skills that students learn to use the model 5E Learning Cycle Mind Mapping technique combined with students who learn to use the model Learning Cycle 5E. On average niai science process skills that students learn to use the model 5E Learning Cycle Mind Mapping technique combined 71.64 higher than the average score of students who learn to use Learning Cycle 5E 65.09.