pengaruh metode inkuiri terbimbing dan proyek, kreativitas, serta keterampilan proses sains terhadap prestasi belajar siswa

Penelitian ini bertujuan untuk mengetahui pengaruh metode inkuiri terbimbing dan proyek, kreativitas serta keterampilan proses sains terhadap prestasi belajar siswa. Penelitian dilakukan di SMA Negeri 1 Papar tahun ajaran 2011/2012. Populasi dari penelitian adalah siswa kelas XI IA. Sampel  kelas diambil dengan metode cluster random sampling. Uji hipotesis menggunakan ANAVA. Berdasarkan hasil analisis, diperoleh bahwa: (1)Terdapat perbedaan prestasi belajar kognitif antara siswa yang diberi pembelajaran menggunakan metode inkuiri terbimbing dan proyek dengan yang diberi pembelajaran menggunakan PBL; (2) Terdapat perbedaan prestasi belajar afektif antara siswa dengan kreativitas tinggi dan rendah; (3) Terdapat perbedaan prestasi belajar kognitif, psikomotor, dan afektif antara siswa dengan keterampilan proses sains tinggi dan rendah; (4) Terdapat interaksi antara metode pembelajaran dengan kreativitas terhadap prestasi belajar afektif; (5) Terdapat interaksi antara metode pembelajaran dengan kreativitas terhadap prestasi belajar psikomotor dan afektif;(6) Terdapat interaksi antara kreativitas dengan keterampilan proses sains terhadap prestasi belajar afektif; dan (7) Terdapat interaksi antara metode pembelajaran, kreativitas, dan keterampilan proses sains terhadap prestasi belajar kognitif dan afektif.

 

This research aims to determine the effect of guided inquiry and project method, creativity,and science process skills to students’ achievement.Research was conducted in SMA Negeri 1 Papar in 2011/2012 academic year. Population of research were the XI grade students. Samples were taken buy using cluster random sampling method. Hypothesis test used ANOVA. Based on the analyzes results, it was obtained that 1) there was a  difference between students cognitive achievement reached by students learning used guided inquiry applying project method and problem based learning method, 2) there was a difference in affective students’ achievement between high and low creative students, 3) there was difference in cognitive, psychomotor, and affective students’ achievement between high and low science process skills students, 4) there was a relation between learning method applying creativity and affective achievement, 5) ) there was a relation among learning method applying creativity and psychomotor and affective achievement, 6) there wasa relation between creativity applying science  process skills with affective achievement; and 7)there was relation among learning methods, creativity, and science process skills and cognitive and affective achievement.