PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING DENGAN PENDEKATAN STEM TERHADAP PEMAHAMAN KONSEPTUAL PESERTA DIDIK PADA MATERI HIDROLISIS GARAM

NOVI WIDIYANTI, . (2026) PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING DENGAN PENDEKATAN STEM TERHADAP PEMAHAMAN KONSEPTUAL PESERTA DIDIK PADA MATERI HIDROLISIS GARAM. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Rendahnya pemahaman konseptual peserta didik dalam pembelajaran kimia berdampak pada kesulitan memahami materi hidrolisis garam. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing dengan pendekatan Science, Technology, Engineering, and Mathematics (STEM) terhadap pemahaman konseptual peserta didik pada materi hidrolisis garam. Penelitian dilaksanakan di SMA Negeri 89 Jakarta pada semester genap tahun ajaran 2025/2026. Penelitian ini merupakan penelitian kuantitatif dengan metode kuasi eksperimen dengan desain pretest-posttest nonequivalent control group design. Instrumen penelitian berupa tes pilihan ganda dua tingkat (two-tier multiple choice) sebanyak 25 butir soal yang telah memenuhi kriteria validitas dan reliabilitas. Analisis data dilakukan menggunakan statistik deskriptif, Normalized Gain (N-Gain), uji Wilcoxon, dan uji U Mann-Whitney. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelas eksperimen sebesar 19,78 lebih tinggi dibandingkan kelas kontrol sebesar 10,92. Persentase ketuntasan belajar kelas eksperimen mencapai 77,78%, sedangkan kelas kontrol sebesar 13,16%. Nilai rata-rata N-Gain kelas eksperimen sebesar 0,6432 dengan kategori sedang dan kelas kontrol sebesar 0,0346 dengan kategori rendah. Hasil pengujian hipotesis menunjukkan nilai signifikansi < 0,05. Dengan demikian, model pembelajaran inkuiri terbimbing dengan pendekatan STEM berpengaruh positif dan efektif dalam meningkatkan pemahaman konseptual peserta didik pada materi hidrolisis garam. Kata Kunci: Hidrolisis Garam, Model Pembelajaran Inkuiri Terbimbing, Pemahaman Konseptual, STEM ***** The low level of students' conceptual understanding in chemistry learning leads to difficulties in understanding the concept of salt hydrolysis. This study aimed to determine the effect of the guided inquiry learning model with a Science, Technology, Engineering, and Mathematics (STEM) approach on students' conceptual understanding of salt hydrolysis. The research was conducted at SMA Negeri 89 Jakarta during the even semester of the 2025/2026 academic year. This study employed a quantitative approach with a quasi-experimental method using a pretest-posttest nonequivalent control group design. The research instrument was a 25-item two-tier multiple-choice test that had met the validity and reliability criteria. Data were analyzed using descriptive statistics, Normalized Gain (N-Gain), the Wilcoxon test, and the Mann-Whitney U test. The results showed that the mean posttest score of the experimental class was 19.78, which was higher than that of the control class at 10.92. The learning mastery percentage of the experimental class reached 77.78%, while the control class achieved only 13.16%. The average N-Gain score of the experimental class was 0.6432, categorized as moderate, whereas the control class obtained 0.0346, categorized as low. The hypothesis testing results showed a significance value of less than 0.05. Therefore, the guided inquiry learning model with the STEM approach had a positive and effective effect on improving students' conceptual understanding of salt hydrolysis. Keywords: Conceptual Understanding, Guided Inquiry Learning Model, Salt Hydrolysis, STEM

Item Type:	Thesis (Sarjana)
Additional Information:	1). Ella Fitriani, M.Pd., Ph.D. ; 2). Rika Siti Syaadah, M.Pd.
Subjects:	Pendidikan > Teori, Penelitian Pendidikan Sains > Sains, Ilmu Pengetahuan Alam Sains > Kimia
Divisions:	FMIPA > S1 Pendidikan Kimia
Depositing User:	Novi Widiyanti .
Date Deposited:	03 Aug 2026 02:11
Last Modified:	03 Aug 2026 02:11
URI:	http://repository.unj.ac.id/id/eprint/68040

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