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description Journal article public Jurnal Pendidikan IPA Ganesha

Studi Komparasi Penggunaan Model Pembelajaran Problem Based Learning (Pbl) Dan Kooperatif Tipe Group Investigation (Gi) Terhadap Hasil Belajar Berdasarkan Taksonomi Bloom

Ni Luh Sudewi, Prof. Drs. I Wayan Subagia,M.App.Sc,Ph.D, M. Si I. Nyoman Tika
Diterbitkan 2014

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan pengaruh model pembelajaran Problem Based Learning (PBL) dengan kooperatif tipe Group Investigation (GI) terhadap hasil belajar berdasarkan taksonomi Bloom. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan pretest-posttest non-equivalent control group design. Sampel penelitian adalah empat kelas X IPA SMA N 2 Amlapura tahun pelajaran 2013/2014 yang ditentukan dengan teknik random kelas. Dari jumlah tersebut, dua kelas diberikan model pembelajaran PBL dan dua kelas diberikan model pembelajaran GI. Data hasil belajar dikumpulkan dengan tes hasil belajar dan dianalisis dengan uji Scheffe. Secara umum dapat disimpulkan bahwa hasil belajar kelompok PBL lebih tinggi daripada kelompok GI dengan Fhitung 97,250 pada taraf signifikasi < 0,05. Pada aspek mengingat (remember) dan memahami (understand) tidak terdapat perbedaan hasil belajar secara signifikan antara kelompok PBL dan GI. Pada aspek mengaplikasikan (apply), menganalisis (analyze), mengevaluasi (evaluate), dan mencipta (create) terdapat perbedaan secara signifikan antara model PBL dan GI.Kata Kunci : Problem Based Learning, Group Investigation, Hasil Belajar, Taksonomi Bloom This study aimed at describing the effect of Problem Based Learning (PBL) and Group Investigation (GI) model of learning toward learning achievement based on Bloom taxonomy. This study was a quasi-experimental with a pretest-posttest non-equivalent control group design. The samples of this study were four classes of X Science SMAN 2 Amlapura in academic year 2013/2014 chosen through class random technique. Two classes were taught by using PBL and two other classes were taught by using GI. The data of learning achievement was collected through learning achievement test and analized through Scheffe test. Generally it can be concluded that PBL groups gained better learning achievement than GI with Fcount 97.250 and significance level 0.05. There were no significant differences on aspect of remembering and understanding between students taught with GI and PBL. There were significant differences on aspect at applying, analyzing, evaluating and creating between students taught with PBL and GI.

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