Disertasi

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

Abstrak
vi ABSTRAK Bachtiar Suhaedir. 2018. 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. Disertasi Program Studi Pendidikan Biologi Pascasarjana Universitas Negeri Malang. Pembimbing (I) Prof. Dr. Hj. Siti Zubaidah M.Pd (II) Prof. Dr. Aloysius Duran Corebima M.Pd dan (III) Dr. Hj. Sri Endah Indriwati M.Pd. Kata Kunci PBL NHT kemampuan akademik motivasi sikap metakognisi keterampilan berpikir kritis dan hasil belajar kognitif. Model pembelajaran adalah perencanaan yang digunakan sebagai pedoman dalam merencanakan pembelajaran. Selama ini pembelajaran biologi SMAN di Kabupaten Jeneponto belum mampu mengembangkan motivasi sikap metakognisi keterampilan berpikir kritis dan hasil belajar kognitif siswa. Sehingga diperlukan suatu model pembelajaran yang dapat meningkatkan motivasi belajar sikap spiritual dan sosial siswa dan mampu memberdayakan metakognisi dan keterampilan berpikir kritis. Model pembelajaran yang diharapkan mampu mengatasi permasalahan tersebut adalah model integrasi PBL NHT. Penelitian bertujuan untuk menganalisis perbedaan model pembelajaran PBL NHT integrasi PBL NHT dan konvensional terhadap motivasi sikap kesadaran metakognitif keterampilan metakognitif dan hasil belajar kognitif siswa berkemampuan akademik berbeda pada mata pelajaran Biologi. Penelitian menggunakan rancangan penelitian eksperimen semu (quasi eksperiment) desain pretest-posttest non-equivalent control group design dengan faktorial 4 x 2. Variabel bebas penelitian adalah model pembelajaran yang terdiri atas 4 jenis yaitu PBL NHT integrasi PBL NHT dan konvensional sebagai faktor A sedangkan faktor B yaitu kemampuan akademik yang terdiri atas kemampuan akademik atas dan bawah sebagai variabel moderator. Variabel terikatnya adalah motivasi sikap kesadaran metakognitif keterampilan metakognitif keterampilan berpikir kritis dan hasil belajar kognitif. Pengumpulan data dilakukan dengan menggunakan angket motivasi belajar dan kesadaran metakognitif lembar observasi lembar penilaian diri dan penilaian teman terkait sikap spiritual dan sosial tes hasil belajar kognitif yang berbentuk essay untuk mengetahui hasil belajar kognitif keterampilan metakognitif dan keterampilan berpikir kritis lembar observasi keterlaksanaan RPP dan angket tanggapan siswa. Data dianalisis secara deskriptif dan inferensial dengan anakova dan uji lanjut LSD. Hasil penelitian menyimpulkan bahwa (1) ada perbedaan motivasi sikap kesadaran metakognitif keterampilan metakognitif keterampilan berpikir kritis dan hasil belajar kognitif antara yang mengikuti model PBL NHT PBL NHT dan konvensional (2) rerata terkoreksi siswa yang mengikuti model PBL NHT memperoleh rerata terkoreksi motivasi kesadaran metakognitif keterampilan vii metakognitif keterampilan berpikir kritis dan hasil belajar kognitif paling tinggi dibandingkan dengan model PBL NHT dan konvensional. Sedangkan rerata terkoreksi siswa yang mengikuti model NHT memperoleh rerata terkoreksi sikap paling tinggi dibandingkan dengan model PBL PBL NHT dan konvensional namun rerata terkoreksi model NHT tidak berbeda signifikan dengan model PBL NHT maupun PBL (3) ada perbedaan motivasi sikap kesadaran metakognitif keterampilan metakognitif keterampilan berpikir kritis dan hasil belajar kognitif antara berkemampuan akademik atas dan akademik bawah (4) rerata terkoreksi motivasi sikap kesadaran metakognitif keterampilan metakognitif keterampilan berpikir kritis dan hasil belajar kognitif siswa berkemampuan akademik atas lebih tinggi bila dibandingkan dengan siswa berkemampuan akademik bawah (5) ada perbedaan motivasi belajar sebagai akibat dari interaksi PBL NHT PBL NHT konvensional dengan kemampuan akademik (6) siswa berkemampuan akademik atas yang mengikuti model PBL NHT memperoleh rerata skor terkoreksi motivasi kesadaran metakognitif keterampilan metakogntif keterampilan berpikir kritis dan hasil belajar kognitif paling tinggi bila dibandingkan dengan kelompok interaksi yang lainnya. Sedangkan siswa berkemampuan akademik atas yang mengikuti model NHT memperoleh rerata skor terkoreksi sikap paling tinggi bila dibandingkan dengan kelompok interaksi yang lainnya. Temuan penelitian berupa (1) sintaks integrasi PBL NHT (2) integrasi PBL NHT terbukti dapat meningkatkan motivasi sikap kesadaran metakognitif keterampilan metakognitif keterampilan berpikir kritis dan hasil belajar kognitif (3) integrasi PBL NHT dapat meningkatkan motivasi keterampilan metakognitif keterampilan berpikir kritis pada siswa dengan kemampuan akademik bawah (4) terkait peningkatan sikap belajar siswa yang menerima pembelajaran NHT memiliki pencapaian sikap yang paling tinggi namun pencapaian tersebut tidak berbeda signifikan dengan siswa yang menerima pembelajaran PBL NHT maupun PBL. Berdasarkan kemanfaatan dari penelitian ini disarankan agar model integrasi PBL NHT dapat digunakan sebagai salah satu model pembelajaran pada matapelajaran biologi disamping menerapkan model pembelajaran PBL NHT dan model pembelajaran kooperatif lainnya. Guru biologi SMA agar menerapkan model pembelajaran integrasi PBL NHT dalam pembelajaran di kelas khususnya pada matapelajaran biologi. viii ABSTRACT Bachtiar Suhaedir. 2018. The Effect of The Problem Based Learning (PBL) Integrated with Numbered Heads Together (NHT) on Different Academic Ability Towards Motivation Attitudes Metacognition Critical Thinking Skills and Biology Cognitive Learning Outcomes of Senior High School Students in Jeneponto District. Dissertation Biology Education Study Program Postgraduate of State University of Malang. Advisors (I) Prof. Dr. Hj. Siti Zubaidah M.Pd (II) Prof. Dr. Aloysius Duran Corebima M.Pd and (III) Dr. Hj. Sri Endah Indriwati M.Pd. Kata Kunci PBL NHT academic ability motivation attitude metacognition critical thinking skills and cognitive learning outcomes. The learning model is the planning used as a guide in planning the lesson. So far the biology learning of Senior High School in Jeneponto Regency has not been able to develop motivation attitude metacognition critical thinking skills and students cognitive learning outcomes. So we need a learning model that can improve learning motivation spiritual and social attitude of students and able to empower metacognition and critical thinking skills. The learning model that is expected to overcome the problem is the integration model of PBL NHT. The aim of the study was to analyze the differences of PBL NHT PBL NHT integration and conventional models of motivation attitudes metacognitive awareness metacognitive skills and cognitive learning outcomes among students of different academic abilities in Biology subject. The research used a quasi-experimental design of pretest-posttest non-equivalent control group design with 4 x 2 factorial. The independent variable of the study is a learning model consisting of 4 types of PBL NHT integration of PBL NHT and conventional as factor A while factor B is academic ability consisting of upper and lower academic ability as moderator variable. The dependent variables are motivation attitude metacognitive awareness metacognitive skills critical thinking skills and cognitive learning outcomes. The data were collected using questionnaires of learning motivation and metacognitive awareness observation sheets self-assessment sheets and peer-related peer reviews of spiritual and social attitudes test of cognitive learning outcomes in the form of essays to find out cognitive learning outcomes metacognitive skills and critical thinking skills observation sheets RPP implementation and student response questionnaire. Data were analyzed descriptively and inferentially with ANACOVA and LSD advanced test. The results concluded that (1) there were differences in motivation attitude metacognitive awareness metacognitive skills critical thinking skills and cognitive learning outcomes among those following PBL NHT PBL NHT and conventional models (2) corrected mean students following model PBL NHT obtained mean corrected motivation metacognitive awareness metacognitive skills critical thinking skills and cognitive learning outcomes highest compared with PBL NHT and conventional models. While corrected mean students ix following the NHT model obtained the highest corrected attitudinal ratios compared with PBL PBL NHT and conventional models but the corrected NHT model did not differ significantly with PBL NHT and PBL models (3) there was a difference in motivation metacognitive awareness metacognitive skills critical thinking skills and cognitive learning outcomes between upper and lower academic ability (4) corrected average motivation attitude metacognitive awareness metacognitive skills critical thinking skills and higher cognitive learning achievement (5) there was a difference in learning motivation as a result of PBL NHT PBL NHT conventional interaction with academic ability (6) students upper academic ability was following model PBL NHT obtaining average score corrected motivation metacognitive awareness metacognitive skills critical thinking skills and cognitive learning outcomes are highest when compared with other interaction groups. While the top academic students who follow the NHT model get the highest corrected attitudinal score when compared with other interaction groups. The findings of the research are (1) syntax integration of PBL NHT (2) integration of PBL NHT is proven to increase motivation attitude metacognitive awareness metacognitive skills critical thinking skills and cognitive learning outcomes (3) integration of PBL NHT can increase motivation metacognitive skills critical thinking skills in students with lower academic ability (4) related to learning attitudes improvement students receiving NHT learning have the highest attainment of attitudes but these achievements do not differ significantly with students receiving PBL NHT or PBL learning. Based on the usefulness of this research it is suggested that the PBL NHT integration model can be used as one of the learning models in biology learning in addition to applying the PBL learning model NHT and other cooperative learning models. Biology teachers in Senior High School to apply the learning model of PBL NHT integration in classroom learning especially in biology subject.

Informasi Detail

DDC

Rd 570.76 BAC p

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Biologi, 2018.

Deskripsi Fisik

xviii, 347 lembar : il. , tab. ; 30 cm

Bahasa

Indonesia

No Reg

02076/KI/18

Edisi

Disertasi (Pasca Sarjana)--Universitas Negeri Malang. 2018

Subjek

1. BIOLOGI - PRESTASI BELAJAR
2. BIOLOGI - MODEL PEMBELAJARAN
3. BIOLOGY - STUDY AND TEACHING

Pembimbing

1. Siti Zubaidah ; 2. A. Duran Corebima ; 3. Sri Endah Indriwati

Lampiran Berkas