Abstract
The purpose of this research is to know the influence of biology teaching through inquiry integrated with cooperative towards the critical thinking ability. This research addresses the role of inquiry and cooperative learning strategy as well as these interactions towards the increase of the critical thinking ability. Quasi experimental research of Pretest-postest nonequivalent control group design with factorial design 2x2x2 were implemented on the odd semester in academic years of 2006/2007 on X grade student of the state SMA in Metro City Lampung. The research sample consists of 96 students, comprising of student from high and low academic abilities. To examine hypothesis, it is used Ancova technique and continued by LSD test. There was a difference on the critical thinking ability between students who learn by inquiry level 1 with student who learn by inquiry level 2, between students, who have high academic ability and students who have low academic ability, and there was not difference on the critical thinking ability between students who learn by STAD cooperative with student who learn by TPS. There is no effect of interaction between inquiry with cooperative, inquiry with student’s academic ability, cooperative with student’s academic ability, inquiry with cooperative and student’s academic ability towards the cognitive achievement Kata kunci: cooperative learning, inquiry, berpikir kritis
Highlights
Pendidikan berbasis kompetensi menekankan pada kemampuan yang harus dimiliki oleh lulusan suatu jenjang pendidikan
The purpose of this research is to know the influence of biology teaching through inquiry integrated with cooperative
This research addresses the role of inquiry
Summary
Hasil penelitian menunjukkan bahwa pendekatan inquiry berpengaruh nyata terhadap kemampuan berpikir kritis siswa. Hasil ini juga bermakna bahwa inquiry tingkat 1 dan 2 yang dipadukan dengan cooperative learning tipe STAD atau TPS semuanya dapat meningkatkan kemampuan berpikir kritis. STAD pada kemampuan akademik atas memperoleh rata-rata kemampuan berpikir kritis berbeda nyata dan lebih tinggi dari kombinasi inquiry tingkat dengan kooperatif STAD pada kemampuan akademik bawah. Rata-rata kemampuan berpikir kritis pada kombinasi inquiry tingkat 2 dengan kooperatif STAD pada kemampuan akademik atas berbeda nyata dan lebih tinggi dari kombinasi inquiry tingkat dengan kooperatif. Temuan di atas juga mengandung makna bahwa perpaduan antara inquiry (tingkat 1 dan 2) dengan cooperative learning (tipe STAD dan TPS) samasama dapat meningkatkan kemampuan berpikir kritis baik pada siswa berkemampuan akademik atas maupun bawah. 2) dengan cooperative learning (STAD dan TPS) terbukti dapat meningkatkan kemampuan berpikir kritis pada siswa berkemampuan akademik atas maupun bawah. Sintaks gabungan yang merupakan temuan dalam penelitian ini dapat diterapkan pada siswa berkemampuan akademik atas maupun bawah
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