PENGARUH MODEL PEMBELAJARAN TERHADAP HASIL BELAJAR SAINS PESERTA DIDIK DI SEKOLAH DASAR DITINJAU DARI GAYA KOGNITIF

ESTI SUSILONINGSIH, . (2023) PENGARUH MODEL PEMBELAJARAN TERHADAP HASIL BELAJAR SAINS PESERTA DIDIK DI SEKOLAH DASAR DITINJAU DARI GAYA KOGNITIF. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Tujuan penelitian ini untuk mengetahui: apakah ada perbedaan hasil belajar sains peserta didik antara model pembelajaran experiential dengan model pembelajaran inquiry terbimbing; Apakah ada perbedaan hasil belajar sains peserta didik yang memiliki gaya kognitif field independent (FI) dengan gaya kognitif field dependent (FD); Apakah terdapat pengaruh interaksi antara model pembelajaran dan gaya kognitif terhadap hasil belajar sains peserta didik. Mengetahui apakah ada perbedaan hasil belajar sains antara model pembelajaran inquiry terbimbing dengan model pembelajaran experiential peserta didik yang memiliki gaya kognitif FD; Apakah ada perbedaan hasil belajar sains model pembelajaran experiential dengan model pembelajaran inquiry terbimbing peserta didik yang memiliki gaya kognitif FI. Metode yang digunakan adalah metode quasi experiment dengan simple random sampling, desain penelitian treatment by level 2x2, pengolah data berbantukan software SPSS versi 27. Penelitian dilakukan di SD Negeri 13 Sembawa, Kabupaten Banyuasin, dengan kelas kontrol dengan model pembelajaran inquiry terbimbing dan kelas eksperimen dengan menggunakan model pembelajaran experiential. Hasil penelitian diperoleh bahwa: (1) Hasil belajar sains peserta didik pada Model pembelajaran experiential lebih tinggi dari model pembelajaran inquiry terbimbing, terbukti dengan nilai Sig. (2-tailed) 0.421 > 0.05. (2) Hasil belajar sains peserta didik dengan gaya kognitif FI lebih tinggi dari hasil belajar peserta didik yang memiliki gaya kognitif FD, terbukti dengan nilai Sig. (2-tailed) 0.430 > 0.05. dan (3) Tidak ada hubungan interaksi model pembelajaran dan gaya kognitif terhadap hasil belajar sains peserta didik. (4). Hasil Belajar Sains antara model pembelajaran experiential lebih tinggi dari model pembelajaran inquiry terbimbing bagi peserta didik yang memiliki gaya kognitif FD, terbukti dengan nilai Sig. (2-tailed) 0.157 > 0.05. (5) Hasil belajar sains model pembelajaran experiential lebih tinggi dari model pembelajaran inquiry terbimbing peserta didik yang memiliki gaya kognitif FI, terbukti bahwa nilai Sig.(2-tailed) 0.430 > 0.05. Berdasarkan penelitian yang telah dilakukan dan hasil analisis data serta pembahasan di atas, maka dapat disimpulkan bahwa: Hasil belajar sains peserta didik yang menggunakan model pembelajaran experiential lebih tinggi dari hasil belajar menggunakan model pembelajaran inquiry terbimbing. Hasil belajar sains peserta didik dengan gaya kognitif FI lebih tinggi dari hasil belajar peserta didik gaya kognitif FD. Dengan demikian model pembelajaran bersama-sama dengan gaya kognitif dapat mempengaruhi hasil belajar. The purpose of this study was to find out: are there differences in students' science learning outcomes between the experiential learning model and the guided inquiry learning model; is there a difference in science learning outcomes between students who have a field-independent cognitive style (FI) and a field-dependent cognitive style (FD); and is there an interaction between the learning model and cognitive style on students' science learning outcomes? Knowing whether there are differences in science learning outcomes between the guided inquiry learning model and the experiential learning model of students who have the FD cognitive style, are there differences in science learning outcomes between the experiential learning model and the guided inquiry learning model of students who have the FI cognitive style? The method used is a quasi-experimental method with simple random sampling, treatment by level 2x2 research design, and data processing with the help of SPSS software version 27. The research was conducted at SD Negeri 13 Sembawa, Banyuasin Regency, control class with a guided inquiry learning model and experimental class using the experiential learning model. The results of the study showed that: (1) The science learning outcomes of students in the experiential learning model were higher than the guided inquiry learning model, as evidenced by the Sig. (2-tailed) 0.421 > 0.05. (2) The learning outcomes of students with the FI cognitive style are higher than the learning outcomes of students who have the FD cognitive style, as evidenced by the sig. (2-tailed) 0.430 > 0.05. and (3) there is no interaction of learning models and cognitive styles on students' science learning outcomes. (4). Science learning outcomes in the experiential learning model are higher than those in the guided inquiry learning model for students who have the FD cognitive style, as evidenced by the sig. (2-tailed) 0.157 > 0.05. (5) The science learning outcomes of the experiential learning model are higher than the guided inquiry learning model of students who have the FI cognitive style; it is proven that the value of Sig. (2-tailed) 0.430 > 0.05. Based on the research that has been done and the results of the data analysis and discussion above, it can be concluded that the science learning outcomes of students who use the experiential learning model are higher than the learning outcomes using the guided inquiry learning model. The science learning outcomes of students with the FI cognitive style are higher than the learning outcomes of FD cognitive style students. Thus, the learning model, together with the cognitive style, can affect learning outcomes.

Item Type:	Thesis (Doktor)
Additional Information:	1). Prof. Dr. M. Syarif Sumantri, M. Pd 2). Prof. Dr. Ir. Arita Marini, M.E
Subjects:	Pendidikan > Teori, Penelitian Pendidikan
Divisions:	PASCASARJANA > S3 Pendidikan Dasar
Depositing User:	Users 20047 not found.
Date Deposited:	11 Oct 2023 01:27
Last Modified:	17 Jan 2024 01:15
URI:	http://repository.unj.ac.id/id/eprint/42870

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