Abstract
The purpose of this research is to describe implementation of Socratic Method in increasing student’s argumentation skill and cognitive knowledge of pre-service of primary science teacher. This learning syntax in this research consists of four stages namely elicit, clarify, test, and decide. The research method used in this research is Quasy Experiment with Non-equivalent Control Group Design. To know effectiveness of treatment, two groups are given once pretest and posttest. The result of the research shows that two groups have mean difference of pretest-posttest is significantly different for argumentation skill based on Wilcoxon test (sig < 0.05). In addition, the mean difference of posttest-posttest (experiment to control group) is also significantly different based on Withney U test (sig < 0.05). Meanwhile for effectiveness of treatment on experiment group (0.68) is higher than control group (0.46). On the other hands, result of the research shows that two groups have mean difference of pretest-posttest is significantly different for cognitive knowledge based on Wilcoxon test (sig < 0.05). In contrast, the mean difference of posttest-posttest (experiment to control group) is not significantly different based on Withney U test (sig < 0.05). Meanwhile for effectiveness of treatment on experiment group (0.44) is higher than control group (0.23). Over all, implementation of Socratic Method can increase the student’s argumentation skill and cognitive knowledge. AbstrakTujuan penelitian ini adalah menggambarkan penerapan Socratic Method dalam meningkatkan keterampilan berargumentasi dan kemampuan kognitif mahasiswa calon guru IPA SD. Tahapan metode pembelajaran dalam penelitian ini terdiri dari empat tahap yang meliputi elicit, clarify, test, dan decide. Metode penelitian yang digunakan dalam penelitian ini adalah Quasy Experiment dengan desain Non-equivalent Control Group. Untuk mengetahui efektivitas perlakuan, kedua kelompok diberikan pretes dan postes masing-masing sebanyak satu kali. Hasil penelitian menunjukkan bahwa kedua kelompok memiliki perbedaan rata-rata antara pretes-postes yang signifikan untuk keterampilan berargumentasi berdasarkan uji Wilcoxon (sig < 0.05). Selain itu, perbedaan rata-rata postes-postes (eksperimen terhadap kontrol) juga signifikan berbeda beradasarkan uji Withney U (sig < 0.05). Sedangkan untuk efektivitas perlakukan kelompok eksperimen (0.68) lebih tinggi daripada kelompok kontrol (0.46). Disisi yang lain, hasil penelitian menunjukkan bahwa kedua kelompok memiliki perbedaan rata-rata antara pretes-postes yang signifikan untuk kemampuan kognitif bedasarkan uji Wilcoxon (sig < 0.05). Selain itu, perbedaan rata-rata postes-postes (eksperimen terhadap kontrol) tidak signifikan berbeda berdasarkan uji Withney U (sig > 0.05). Sedangkan untuk efektivitas perlakukan kelompok eksperimen (0.44) lebih tinggi daripada kelompok kontrol (0.23). Secara keseluruhan, penerapan Socratic Method dapat meningkatkan keterampilan berargumentasi dan kemampuan kognitif mahasiswa.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
