PEMBELAJARAN KIMIA MENGGUNAKAN MODEL PROBLEM SOLVING TIPE SEARCH SOLVE CREATE AND SHARE (SSCS) DAN COOPERATIVE PROBLEM SOLVING (CPS) DITINJAU DARI KEMAMPUAN BERPIKIR KRITIS DAN KEMAMPUAN MATEMATIS (Studi Pembelajaran Kimia Materi Pokok Larutan Penyangga Kelas XI IPA SMAN 1 Ngemplak Boyolali Tahun Pelajaran 2012/2013)

Raehanah, (2013) PEMBELAJARAN KIMIA MENGGUNAKAN MODEL PROBLEM SOLVING TIPE SEARCH SOLVE CREATE AND SHARE (SSCS) DAN COOPERATIVE PROBLEM SOLVING (CPS) DITINJAU DARI KEMAMPUAN BERPIKIR KRITIS DAN KEMAMPUAN MATEMATIS (Studi Pembelajaran Kimia Materi Pokok Larutan Penyangga Kelas XI IPA SMAN 1 Ngemplak Boyolali Tahun Pelajaran 2012/2013). Masters thesis, Universitas Sebelas Maret.

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    Abstract

    Tujuan penelitian ini adalah untuk mengetahui pengaruh penggunaan model problem solving tipe Search Solve Create and Share (SSCS) dan Cooperative Problem Solving (CPS), kemampuan berpikir kritis, kemampuan matematis, dan interaksinya terhadap prestasi belajar. Penelitian ini menggunakan metode eksperimen semu dan dilaksanakan dari bulan Desember 2012 - Juni 2013. Populasi penelitian ini adalah semua siswa kelas XI IPA SMA N 1 Ngemplak Boyolali Tahun Pelajaran 2012/2013. Sampel diperoleh dengan teknik cluster random sampling yang terdiri dari dua kelas, XI IPA 1 dan XI IPA 3. Kelas XI IPA 1 diberi pembelajaran dengan model SSCS dan kelas XI IPA 3 diberi pembelajaran dengan model CPS. Data dikumpulkan dengan metode tes untuk prestasi belajar kognitif, kemampuan berpikir kritis, dan kemampuan matematis, angket untuk prestasi afektif, dan lembar observasi untuk psikomotor siswa. Hipotesis diuji menggunakan Anava (Analisis Variansi) dan Kruskal-Wallis one way analysis of variance. Dari hasil analisis data disimpulkan: 1) tidak ada pengaruh penggunaan model SSCS dan CPS terhadap prestasi belajar kognitif, tetapi ada pengaruhnya terhadap prestasi afektif dan psikomotor; 2) ada pengaruh kemampuan berpikir kritis terhadap prestasi belajar kognitif, tetapi tidak ada pengaruhnya terhadap prestasi afektif dan psikomotor; 3) ada pengaruh kemampuan matematis terhadap prestasi kognitif, tetapi tidak ada pengaruhnya terhadap prestasi afektif dan psikomotor; 4) tidak ada interaksi antara model pembelajaran SSCS dan CPS dengan kemampuan berpikir kritis terhadap prestasi belajar kognitif dan afektif, tetapi ada interaksinya terhadap prestasi psikomotor; 5) ada interaksi antara model pembelajaran SSCS dan CPS dengan kemampuan matematis terhadap prestasi kognitif dan psikomotor, tetapi tidak ada interaksinya terhadap prestasi afektif; 6) ada interaksi antara kemampuan berpikir kritis dan kemampuan matematis terhadap prestasi kognitif, tetapi tidak ada interaksinya terhadap prestasi afektif dan psikomotor; 7) tidak ada interaksi antara model pembelajaran SSCS dan CPS, kemampuan berpikir kritis, dan kemampuan matematis terhadap prestasi kognitif dan afektif, tetapi ada interaksinya terhadap prestasi psikomotor. Kata kunci: problem solving, kemampuan berpikir kritis, kemampuan matematis, prestasi belajar, larutan penyangga. Surakarta. ABSTRACT The aims of this study were to determine the effect of the using problem solving type Search Solve Create and Share (SSCS) and Cooperative Problem Solving (CPS) models, critical thinking ability, mathematical ability, and it’s interaction toward student’s learning achievements. The method used in this research was quasi experimental method and it was conducted from December 2012 to June 2013. The population was the students in 11th Science Grade SMAN 1 Ngemplak Boyolali on Academic Year 2012/2013 Semester II. The samples were taken using cluster random sampling, consisted of two class XI IPA 1 and XI IPA 3. The learning method applied to XI IPA 1 was CPS and to XI IPA 3 was SSCS. The data were collected using tests for student’s cognitive, critical thinking ability, and mathematical ability, questioner for measuring affective, and observation sheet for assessing psychomotor. The hypotheses were tested using Anova (Analysis of Variance) and Kruskal-Wallis one way analysis of variance method. From the data analysis, it’s could be concluded that : 1) there was no effect of learning models towards student’s cognitive, but there was an effect towards student’s affective and psychomotor; 2) there was an effect critical thinking ability towards student’s cognitive, but there was no effect towards student’s affective and psychomotor; 3) there was an effect mathematical ability towards student’s cognitive, but there was no effect towards student’s affective and psychomotor; 4) there was no interaction between learning models and critical thinking ability toward student’s cognitive and affective, but there was an interaction towards student’s psychomotor; 5) there was an interaction between learning models and mathematical ability toward student’s cognitive and psychomotor, but there was no interaction toward student’s psychomotor; 6) there was an interaction between critical thinking ability and mathematical ability thinking toward student’s cognitive, but there was no interaction toward student’s affective and psychomotor; 7) there were no interaction among learning models, critical thinking ability, and mathematical ability toward student’s cognitive and affective, but there were an interaction toward student’s psychomotor. Keywords: problem solving, critical thinking ability, mathematical ability, learning achievement, buffer.

    Item Type: Thesis (Masters)
    Subjects: Q Science > Q Science (General)
    Divisions: Pasca Sarjana > Magister > Pendidikan Sains
    Depositing User: Devi Arlina Irawati
    Date Deposited: 19 Apr 2014 20:45
    Last Modified: 19 Apr 2014 20:45
    URI: https://eprints.uns.ac.id/id/eprint/12527

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