PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP KETERAMPILAN PROSES SAINS DAN KEMAMPUAN KOGNITIF SISWA PADA PELAJARAN IPA KELAS V SD

Abstract

Abstrak: Penelitian bertujuan untuk mengetahui peningkatan keterampilan proses sains dan pengetahuan kognitif siswa menggunakan model pembelajaran inkuiri terbimbing, mengetahui peningkatan keterampilan proses sains dan pengetahuan kognitif siswa menggunakan pembelajaran ekspositori, mengetahui pengaruh keterampilan proses sains menggunakan model pembelajaran inkuiri terbimbing lebih baik dibandingkan pembelajaran ekspositori, mengetahui pengaruh kemampuan kognitif siswa menggunakan model pembelajaran inkuiri terbimbing lebih baik dibandingkan pembelajaran ceramah pada mata pelajaran IPA siswa kelas V SD. Sampel ditetapkan sebanyak 60 orang  terdiri dari 2 (dua) kelas.  Desain penelitian eksperimen. Hasil penelitian dikemukakan bahwa terdapat peningkatan keterampilan proses sains siswa menggunakan model pembelajaran inkuiri terbimbing dan ekspositori. Terdapat peningkatan kemampuan kognitif siswa menggunakan model inkuiri terbimbing dan ekspositori yaitu pada kelas inkuri terbimbing hasil pretes kemampuan kognitif diperoleh skor rata-rata sebesar 62,79 dan penilaian postes kemampuan kognitif diperoleh skor rata-rata sebesar 76,50. Pada kelas ekspositori yaitu penilaian pretes kemampuan kognitif diperoleh skor rata-rata sebesar 59,67 dan penilaian postes kemampuan kognitif diperoleh skor rata-rata sebesar 69,10.  Terdapat perbedaan kemampuan proses sains menggunakan model inkuiri terbimbing dengan eksposiotri. Berdasarkan uji beda keterampilan proses sains setelah pelaksanaan pembelajaran pada masing-masing kelas menunjukkan bahwa kedua data keterampilan proses sains siswa mempunyai nilai t_hitung(4,426)>t_tabel(1,671) dan sig.2-tailed (0,000)<α=0,05. Terdapat perbedaan kemampuan kognitif siswa menggunakan model inkuiri terbimbing dengan eksposiotri. Berdasarkan uji beda kemampuan kognitif setelah pelaksanaan pembelajaran pada masing-masing kelas menunjukkan bahwa  kedua data kemampuan awal kognitif siswa mempunyai nilai t_hitung(2,844)>t_tabel(1,671) dan sig.2-tailed (0,006)<α=0,05.

Kata Kunci: model inkuiri terbimbing, keterampilan proses sains, kognitif siswa

Abstract: The research aims to determine the increase in science process skills and cognitive knowledge of students using the guided inquiry learning model, to determine the increase in students' science process skills and cognitive knowledge using expository learning, to determine the effect of science process skills using the guided inquiry learning model better than expository learning, to know the influence of students' cognitive abilities using the guided inquiry learning model is better than lecture learning in the science subject of fifth grade elementary school students. The sample was determined as many as 60 people consisting of 2 (two) classes. Experimental research design. The results of the study stated that there was an increase in students' science process skills using guided inquiry and expository learning models. There was an increase in students' cognitive abilities using the guided inquiry and expository models, namely in the guided inquiry class the results of the cognitive ability pretest obtained an average score of 62.79 and the posttest assessment of cognitive abilities obtained an average score of 76.50. In the expository class, namely the pre-test assessment of cognitive abilities, an average score of 59.67 was obtained and the post-test assessment of cognitive abilities obtained an average score of 69.10. There are differences in the ability of the science process to use the guided inquiry model with expository. Based on the different tests of science process skills after the implementation of learning in each class, it shows that both data on students' science process skills have values tcount(4.426)> ttable(1.671) and sig.2-tailed (0.000)<α=0.05. There are differences in students' cognitive abilities using the guided inquiry model with expository. Based on different tests of cognitive abilities after the implementation of learning in each class shows that both data on students' initial cognitive abilities have values tcount(2.844)> ttable(1.671) and sig.2-tailed (0.006)<α=0.05.