Pengaruh integrasi Problem Based Learning (PBL) dan Numbered Heads Together (NHT) pada kemampuan akademik berbeda terhadap motivasi, sikap, metakognisi, keterampilan berpikir kritis, dan hasil belajar kognitif biologi siswa SMAN di Kabupaten Jeneponto / Suhaedir Bachtiar
| Main Author: | Bachtiar, Suhaedir |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2018
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| Online Access: |
http://repository.um.ac.id/64673/ |
Daftar Isi:
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viABSTRAKBachtiarSuhaedir.2018.PengaruhIntegrasiProblemBasedLearning(PBL)danNumberedHeadsTogether(NHT)padaKemampuanAkademikBerbedaTerhadapMotivasiSikapMetakognisiKeterampilanBerpikirKritisdanHasilBelajarKognitifBiologiSiswaSMANdiKabupatenJeneponto.DisertasiProgramStudiPendidikanBiologiPascasarjanaUniversitasNegeriMalang.Pembimbing(I)Prof.Dr.Hj.SitiZubaidahM.Pd(II)Prof.Dr.AloysiusDuranCorebimaM.Pddan(III)Dr.Hj.SriEndahIndriwatiM.Pd.KataKunciPBLNHTkemampuanakademikmotivasisikapmetakognisiketerampilanberpikirkritisdanhasilbelajarkognitif.Modelpembelajaranadalahperencanaanyangdigunakansebagaipedomandalammerencanakanpembelajaran.SelamainipembelajaranbiologiSMANdiKabupatenJenepontobelummampumengembangkanmotivasisikapmetakognisiketerampilanberpikirkritisdanhasilbelajarkognitifsiswa.Sehinggadiperlukansuatumodelpembelajaranyangdapatmeningkatkanmotivasibelajarsikapspiritualdansosialsiswadanmampumemberdayakanmetakognisidanketerampilanberpikirkritis.ModelpembelajaranyangdiharapkanmampumengatasipermasalahantersebutadalahmodelintegrasiPBLNHT.PenelitianbertujuanuntukmenganalisisperbedaanmodelpembelajaranPBLNHTintegrasiPBLNHTdankonvensionalterhadapmotivasisikapkesadaranmetakognitifketerampilanmetakognitifdanhasilbelajarkognitifsiswaberkemampuanakademikberbedapadamatapelajaranBiologi.Penelitianmenggunakanrancanganpenelitianeksperimensemu(quasieksperiment)desainpretest-posttestnon-equivalentcontrolgroupdesigndenganfaktorial4x2.Variabelbebaspenelitianadalahmodelpembelajaranyangterdiriatas4jenisyaituPBLNHTintegrasiPBLNHTdankonvensionalsebagaifaktorAsedangkanfaktorByaitukemampuanakademikyangterdiriataskemampuanakademikatasdanbawahsebagaivariabelmoderator.Variabelterikatnyaadalahmotivasisikapkesadaranmetakognitifketerampilanmetakognitifketerampilanberpikirkritisdanhasilbelajarkognitif.PengumpulandatadilakukandenganmenggunakanangketmotivasibelajardankesadaranmetakognitiflembarobservasilembarpenilaiandiridanpenilaiantemanterkaitsikapspiritualdansosialteshasilbelajarkognitifyangberbentukessayuntukmengetahuihasilbelajarkognitifketerampilanmetakognitifdanketerampilanberpikirkritislembarobservasiketerlaksanaanRPPdanangkettanggapansiswa.DatadianalisissecaradeskriptifdaninferensialdengananakovadanujilanjutLSD.Hasilpenelitianmenyimpulkanbahwa(1)adaperbedaanmotivasisikapkesadaranmetakognitifketerampilanmetakognitifketerampilanberpikirkritisdanhasilbelajarkognitifantarayangmengikutimodelPBLNHTPBLNHTdankonvensional(2)rerataterkoreksisiswayangmengikutimodelPBLNHTmemperolehrerataterkoreksimotivasikesadaranmetakognitifketerampilanviimetakognitifketerampilanberpikirkritisdanhasilbelajarkognitifpalingtinggidibandingkandenganmodelPBLNHTdankonvensional.SedangkanrerataterkoreksisiswayangmengikutimodelNHTmemperolehrerataterkoreksisikappalingtinggidibandingkandenganmodelPBLPBLNHTdankonvensionalnamunrerataterkoreksimodelNHTtidakberbedasignifikandenganmodelPBLNHTmaupunPBL(3)adaperbedaanmotivasisikapkesadaranmetakognitifketerampilanmetakognitifketerampilanberpikirkritisdanhasilbelajarkognitifantaraberkemampuanakademikatasdanakademikbawah(4)rerataterkoreksimotivasisikapkesadaranmetakognitifketerampilanmetakognitifketerampilanberpikirkritisdanhasilbelajarkognitifsiswaberkemampuanakademikataslebihtinggibiladibandingkandengansiswaberkemampuanakademikbawah(5)adaperbedaanmotivasibelajarsebagaiakibatdariinteraksiPBLNHTPBLNHTkonvensionaldengankemampuanakademik(6)siswaberkemampuanakademikatasyangmengikutimodelPBLNHTmemperolehrerataskorterkoreksimotivasikesadaranmetakognitifketerampilanmetakogntifketerampilanberpikirkritisdanhasilbelajarkognitifpalingtinggibiladibandingkandengankelompokinteraksiyanglainnya.SedangkansiswaberkemampuanakademikatasyangmengikutimodelNHTmemperolehrerataskorterkoreksisikappalingtinggibiladibandingkandengankelompokinteraksiyanglainnya.Temuanpenelitianberupa(1)sintaksintegrasiPBLNHT(2)integrasiPBLNHTterbuktidapatmeningkatkanmotivasisikapkesadaranmetakognitifketerampilanmetakognitifketerampilanberpikirkritisdanhasilbelajarkognitif(3)integrasiPBLNHTdapatmeningkatkanmotivasiketerampilanmetakognitifketerampilanberpikirkritispadasiswadengankemampuanakademikbawah(4)terkaitpeningkatansikapbelajarsiswayangmenerimapembelajaranNHTmemilikipencapaiansikapyangpalingtingginamunpencapaiantersebuttidakberbedasignifikandengansiswayangmenerimapembelajaranPBLNHTmaupunPBL.BerdasarkankemanfaatandaripenelitianinidisarankanagarmodelintegrasiPBLNHTdapatdigunakansebagaisalahsatumodelpembelajaranpadamatapelajaranbiologidisampingmenerapkanmodelpembelajaranPBLNHTdanmodelpembelajarankooperatiflainnya.GurubiologiSMAagarmenerapkanmodelpembelajaranintegrasiPBLNHTdalampembelajarandikelaskhususnyapadamatapelajaranbiologi.viiiABSTRACTBachtiarSuhaedir.2018.TheEffectofTheProblemBasedLearning(PBL)IntegratedwithNumberedHeadsTogether(NHT)onDifferentAcademicAbilityTowardsMotivationAttitudesMetacognitionCriticalThinkingSkillsandBiologyCognitiveLearningOutcomesofSeniorHighSchoolStudentsinJenepontoDistrict.DissertationBiologyEducationStudyProgramPostgraduateofStateUniversityofMalang.Advisors(I)Prof.Dr.Hj.SitiZubaidahM.Pd(II)Prof.Dr.AloysiusDuranCorebimaM.Pdand(III)Dr.Hj.SriEndahIndriwatiM.Pd.KataKunciPBLNHTacademicabilitymotivationattitudemetacognitioncriticalthinkingskillsandcognitivelearningoutcomes.Thelearningmodelistheplanningusedasaguideinplanningthelesson.SofarthebiologylearningofSeniorHighSchoolinJenepontoRegencyhasnotbeenabletodevelopmotivationattitudemetacognitioncriticalthinkingskillsandstudentscognitivelearningoutcomes.Soweneedalearningmodelthatcanimprovelearningmotivationspiritualandsocialattitudeofstudentsandabletoempowermetacognitionandcriticalthinkingskills.ThelearningmodelthatisexpectedtoovercometheproblemistheintegrationmodelofPBLNHT.TheaimofthestudywastoanalyzethedifferencesofPBLNHTPBLNHTintegrationandconventionalmodelsofmotivationattitudesmetacognitiveawarenessmetacognitiveskillsandcognitivelearningoutcomesamongstudentsofdifferentacademicabilitiesinBiologysubject.Theresearchusedaquasi-experimentaldesignofpretest-posttestnon-equivalentcontrolgroupdesignwith4x2factorial.Theindependentvariableofthestudyisalearningmodelconsistingof4typesofPBLNHTintegrationofPBLNHTandconventionalasfactorAwhilefactorBisacademicabilityconsistingofupperandloweracademicabilityasmoderatorvariable.Thedependentvariablesaremotivationattitudemetacognitiveawarenessmetacognitiveskillscriticalthinkingskillsandcognitivelearningoutcomes.Thedatawerecollectedusingquestionnairesoflearningmotivationandmetacognitiveawarenessobservationsheetsself-assessmentsheetsandpeer-relatedpeerreviewsofspiritualandsocialattitudestestofcognitivelearningoutcomesintheformofessaystofindoutcognitivelearningoutcomesmetacognitiveskillsandcriticalthinkingskillsobservationsheetsRPPimplementationandstudentresponsequestionnaire.DatawereanalyzeddescriptivelyandinferentiallywithANACOVAandLSDadvancedtest.Theresultsconcludedthat(1)thereweredifferencesinmotivationattitudemetacognitiveawarenessmetacognitiveskillscriticalthinkingskillsandcognitivelearningoutcomesamongthosefollowingPBLNHTPBLNHTandconventionalmodels(2)correctedmeanstudentsfollowingmodelPBLNHTobtainedmeancorrectedmotivationmetacognitiveawarenessmetacognitiveskillscriticalthinkingskillsandcognitivelearningoutcomeshighestcomparedwithPBLNHTandconventionalmodels.WhilecorrectedmeanstudentsixfollowingtheNHTmodelobtainedthehighestcorrectedattitudinalratioscomparedwithPBLPBLNHTandconventionalmodelsbutthecorrectedNHTmodeldidnotdiffersignificantlywithPBLNHTandPBLmodels(3)therewasadifferenceinmotivationmetacognitiveawarenessmetacognitiveskillscriticalthinkingskillsandcognitivelearningoutcomesbetweenupperandloweracademicability(4)correctedaveragemotivationattitudemetacognitiveawarenessmetacognitiveskillscriticalthinkingskillsandhighercognitivelearningachievement(5)therewasadifferenceinlearningmotivationasaresultofPBLNHTPBLNHTconventionalinteractionwithacademicability(6)studentsupperacademicabilitywasfollowingmodelPBLNHTobtainingaveragescorecorrectedmotivationmetacognitiveawarenessmetacognitiveskillscriticalthinkingskillsandcognitivelearningoutcomesarehighestwhencomparedwithotherinteractiongroups.WhilethetopacademicstudentswhofollowtheNHTmodelgetthehighestcorrectedattitudinalscorewhencomparedwithotherinteractiongroups.Thefindingsoftheresearchare(1)syntaxintegrationofPBLNHT(2)integrationofPBLNHTisproventoincreasemotivationattitudemetacognitiveawarenessmetacognitiveskillscriticalthinkingskillsandcognitivelearningoutcomes(3)integrationofPBLNHTcanincreasemotivationmetacognitiveskillscriticalthinkingskillsinstudentswithloweracademicability(4)relatedtolearningattitudesimprovementstudentsreceivingNHTlearninghavethehighestattainmentofattitudesbuttheseachievementsdonotdiffersignificantlywithstudentsreceivingPBLNHTorPBLlearning.BasedontheusefulnessofthisresearchitissuggestedthatthePBLNHTintegrationmodelcanbeusedasoneofthelearningmodelsinbiologylearninginadditiontoapplyingthePBLlearningmodelNHTandothercooperativelearningmodels.BiologyteachersinSeniorHighSchooltoapplythelearningmodelofPBLNHTintegrationinclassroomlearningespeciallyinbiologysubject.