Upaya meningkatkan motivasi belajar dan pemahaman konsep IPA peserta didik dengan model pembelajaran problem posing

Authors

  • Irnin Agustina Dwi Astuti Program Studi Pendidikan Fisika, Universitas Indraprasta PGRI

DOI:

https://doi.org/10.12928/jrkpf.v3i2.5143

Abstract

Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran problem posing terhadap motivasi belajar dan pemahaman konsep IPA. Pembelajaran dengan model problem posing adalah pembelajaran yang menekankan peserta didik untuk membentuk atau mengajukan soal berdasarkan informasi atau situasi yang diberikan. Melalui penerapan model ini diharapkan dapat menjadi alternatif untuk meningkatkan motivasi belajar dan pemahaman konsep IPA peserta didik. Subyek penelitian ini adalah peserta didik SMP Negeri 7 Depok dengan sampel peserta didik kelas VIII-9 sebagai kelas eksperimen dan kelas VIII-8 sebagai kelas kontrol. Metode penelitian yang digunakan adalah metode quasi eksperimen dengan teknik analisis menggunakan uji Manova. Instrumen yang digunakan adalah angket motivasi belajar dan tes pemahaman konsep IPA setelah peserta didik diberikan perlakuan. Kelas eksperimen menggunakan model pembelajaran problem posing, sedangkan kelas kontrol menggunakan pembelajaran ceramah. Hasil penelitian yang diperoleh adalah: 1) Terdapat pengaruh yang signifikan model pembelajaran terhadap motivasi belajar dan pemahaman konsep IPA. Hal ini dibuktikan oleh nilai  Pillai's Trace, Wills' Lambda, Hotelling's Trace, dan Roy's largest Root sig sebesar 0,000 (<0,05). 2) Terdapat pengaruh yang signifikan model pembelajaran terhadap motivasi belajar IPA. Hal ini dibuktikan oleh hasil Manova yang memiliki nilai F = 143.844 dengan sig 0,000 (<0,05). 3) Terdapat pengaruh yang signifikan model pembelajaran terhadap pemahaman konsep IPA. Hal ini dibuktikan oleh hasil Manova di mana harga F = 7,197, nilai P-value untuk kategori pemahaman konsep IPA (Y) adalah 0,000 (<0,05).

 

The aim of the reserach was to determine the effect of the problem posing learning model of learning motivation and understanding of science concepts. Learning with models posing problem is learning that emphasize learners to form or ask questions based on the information or the given situation. Through the implementation of this model is expected to be an alternative to enhance learning motivation and understanding of science concepts learners. The subjects of this study are students of SMP Negeri 7 Depok with a sample of students in class VIII-9 as the experimental class and class VIII-8 as the control class. The method used is the method of quasi-experimental analysis techniques using MANOVA test. The instrument used was a questionnaire of learning motivation and test understanding of science concepts as learners are given treatment. Class experiments using problem posing learning model, while the control class using learning communicative. The results obtained are: 1) There is a significant effect on the learning model of learning motivation and understanding of science concepts. This is evidenced by the value of Pillai's Trace, Wills' lambda, Hotelling's Trace, and Roy's Reviews largest Root sig of 0.000 (<0.05). 2) There is significant influence learning model on motivation to learn science. This is evidenced by the results of Manova which has a value of F = 143 844 with sig 0.000 (<0.05). 3) There is significant influence learning model to the understanding of science concepts. This is evidenced by the results of Manova in which the price of F = 7.197, P-value for the category of understanding the concept of IPA (Y) is 0.000 (<0.05).

References

Herawati, Oktiana Dwi Putra; Rusdy Siroj; H.M.Djahir Basir. 2013. Pengaruh Pembelajaran Problem Posing Terhadap Kemampuan Pemahaman Konsep Matematika Siswa Kelas XI IPA SMA Negeri 6 Palembang. Jurnal Pendidikan Matematika volume 4. No.1 Juni 2010..

Huda, Miftahul. 2015. Model-Model Pengajaran dan Pembelajaran. Yogyakarta: Pustaka Pelajar.

Surahmadi, Bambang. 2015. Pengaruh Model Pembelajaran POE (Predict-Observe-Explain) Ditinjau Dari Motivasi Belajar Dan Pengetahuan Awal Terhadap Hasil Belajar IPA Peserta Didik Kelas VII SMP N 1 Temanggung. Prosiding Pertemuan Ilmiah XXIX HFI Jateng & DIY, Yogyakarta, 25 April 2015 ISSN : 0853-0823.

Santrock, John W. 2014. Psikologi Pendidikan. Jakarta: Salemba Humanika.

Sardirman. 2012. Interaksi dan Motivasi Belajar Mengajar. Jakarta: Rajawali Pers.

Simanjuntak, Mariati Purnama. 2012. Peningkatan Pemahaman Konsep Fisika Mahasiswa Melalui Pendekatan Pembelajaran Pemecahan Masalah Berbasis Video. Jurnal Pendidikan Fisika ISSN 2252-732X Vol. 1 No. 2 Desember 2012. http://dikfispasca.org/wp-content/uploads/ 2013/ 04/Artikel- Mariati-Purnama-S.-55-60.pdf. Diunduh tanggal 20 Mei 2016

Surya, 2013. Manova dan Manacova dalam Statistik. http://wawasanedukasi.blogspot.co.id/2014/12/manova-dan-mancova-dalam-statistik.html. Diakses tanggal 20 Februari 2016.

Sriwenda, Bakti Mulyani, Sri Yamtinah. 2013. Penerapan Pembelajaran Model Problem Posing Untuk Meningkatkan Kreativitas Dan Prestasi Belajar Siswa Pada Materi Laju Reaksi Kelas XI IPA 5 SMA Negeri 1 Boyolali Tahun Pelajaran 2012/2013. Jurnal Pendidikan Kimia (JPK), Vol. 2 No. 2 Tahun 2013 Program Studi Pendidikan Kimia Universitas Sebelas Maret.

Downloads

Published

2016-11-08

Issue

Vol. 3 No. 2 (2016): Vol 3: Oktober 2016

Section

Articles

License

COPYRIGHT TRANSFER FORM

The copyright to this article is transferred to Universitas Ahmad Dahlan (UAD) if and when the article is accepted for publication. The undersigned hereby transfers any and all rights in and to the paper including without limitation all copyrights to UAD. The undersigned hereby represents and warrants that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required. The undersigned represents that he/she has the power and authority to make and execute this assignment.

We declare that:

  1. This paper has not been published in the same form elsewhere.
  2. It will not be submitted anywhere else for publication prior to acceptance/rejection by this Journal.
  3. A copyright permission is obtained for materials published elsewhere and which require this permission for reproduction.

Furthermore, I/We hereby transfer the unlimited rights of publication of the above mentioned paper in whole to UAD. The copyright transfer covers the exclusive right to reproduce and distribute the article, including reprints, translations, photographic reproductions, micro form, electronic form (offline, online) or any other reproductions of similar nature.

The corresponding author signs for and accepts responsibility for releasing this material on behalf of any and all co-authors. This agreement is to be signed by at least one of the authors who have obtained the assent of the co-author(s) where applicable. After submission of this agreement signed by the corresponding author, changes of authorship or in the order of the authors listed will not be accepted.

Retained Rights/Terms and Conditions

  1. Authors retain all proprietary rights in any process, procedure, or article of manufacture described in the Work.
  2. Authors may reproduce or authorize others to reproduce the Work or derivative works for the authors personal use or for company use, provided that the source and the UAD copyright notice are indicated, the copies are not used in any way that implies UAD endorsement of a product or service of any employer, and the copies themselves are not offered for sale.
  3. Although authors are permitted to re-use all or portions of the Work in other works, this does not include granting third-party requests for reprinting, republishing, or other types of re-use.