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 di lapangan 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 263 siswa kelas VII di SMPN 1 Malang yang terbagi dalam 8 kelas. 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 0,844. Pengujian hipotesis menggunakan statistik parametrik uji-t.
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.

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 reality in the field of Student Science process skills mastered less. 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.Experimental research on pseudo uses draft Posttest-Only Control Design. The sample was selected using Random Cluster Sampling technique of Class VII students at 263 228 1 Malang in 8th grade. The experiment class was a Class VII (H) as much as 33 students and classroom control is a Class VII (F) as much as 33 students. Science process skills are data obtained using the scientific process skills test. Before use, test sheets have been validated the content of empirical and validated. Reliability of the science process skill test question 0.844. Hypothesis testing using parametric statistical test-t. The results of this research show that there is a difference between science process skills of students who learn to use model 5E Learning Cycle combined the techniques of Mind Mapping with students who learn to use the Learning Cycle model 5E.

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. Reality on the ground is less students master the 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 from 263 students of class VII SMPN 1 Malang is divided into 8 classes. 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 test 0,844 science process skills. Parametric statistical hypothesis testing using t-test.
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.