Edi Suyono. S831208029. 2013. Pembelajaran kimia dengan Student Team Achievement Divisions (STAD) dan jigsaw ditinjau dari kemampuan berpikir kritis dan sikap percaya diri pada materi pokok laju reaksi kelas XI IPA semester 1 SMAN 1 Polokarto Tahun Pelajaran 2013/2014. Pembimbing: 1) Prof. Dr. H. Ashadi: II) Prof. Sulistyo Saputro, M.Si., Ph.D, Januari 2014. Tesis: Program Studi Magister Pendidikan Sains FKIP Universitas Sebelas Maret Surakarta.
ABSTRAK
Tujuan penelitian ini adalah untuk mengetahui perbedaan model pembelajaran STAD dan jigsaw dengan kemampuan berpikir kritis dan sikap percaya diri terhadap prestasi belajar.
Penelitian ini menggunakan metode eksperimen semu, Populasinya terdiri dari siswa kelas XI IPA SMAN 1 Polokarto tahun pelajaran 2013/2014. Sampel yang diambil adalah 2 kelas yaitu Kelas XI IPA 1 dan XI IPA 2 dengan menggunakan teknik cluster random sampling. Kelas XI IPA 1 diberikan pembelajaran model STAD, sedangkan XII IPA 2 diberikan pembelajaran model jigsaw. Data dikumpulkan dengan tes untuk prestasi kognitif, kemampuan berpikir kritis, dan observasi untuk nilai psikomotorik serta angket untuk prestasi afektif dan sikap percaya diri. Teknik analisis data menggunakan analisis non parametrik kruskal wallis.
Kesimpulan hasil penelitian: 1) Pembelajaran model STAD dan jigsaw tidak memberikan perbedaan terhadap prestasi belajar ranah kognitif, afektif dan psikomotorik kompetensi laju reaksi. 2) Kemampuan berpikir kritis tidak memberikan perbedaan yang signifikan terhadap prestasi belajar peserta didik pada kompetensi laju reaksi ranah kognitif, afektif dan psikomotorik. 3) Sikap percaya diri tidak memberi perbedaan prestasi belajar kognitif, afektif dan psikomotorik. 4) Tidak ada interaksi antara model pembelajaran STAD dan jigsaw dengan kemampuan berpikir kritis terhadap prestasi belajar ranah kognitif, afektif dan psikomotorik. 5) Tidak ada interaksi antara model pembelajaran STAD dan jigsaw dengan sikap percaya diri terhadap prestasi belajar untuk ranah kognitif, terdapat interaksi untuk ranah afektif dan tidak terdapat interaksi untuk ranah psikomotorik. 6) Ada interaksi antara kemampuan berpikir kritis dengan sikap percaya diri peserta didik terhadap prestasi belajar laju reaksi pada ranah kognitif, tidak ada interaksi prestasi afektif dan psikomotorik. 7) Tidak ada interaksi antara model pembelajaran STAD dan jigsaw, kemampuan berpikir kritis tinggi dan rendah serta sikap percaya tinggi dan rendah terhadap prestasi belajar kimia laju reaksi ranah kognitif, afektif dan psikomotorik.
Edi Suyono. S831208029. 2013. The Chemistry Learning Using STAD And Jigsaw Models Overviewed from Critical Thinking Skills And Self-Confident Attitude in The Subject of Reaction Rate in Class XI IPA SMAN 1 Polokarto Semester 1 Academic Year 2013/2014. Supervisor: 1) Prof. Dr.. H. Ashadi: II) Prof. Sulistyo Saputro, M.Sc., Ph.D., January 2014. Thesis: Master of Science Education, Teaching and Education Faculty, Sebelas Maret University of Surakarta.
ABSTRACT
The purposes of this study were to determine the differences of chemistry learning with STAD and jigsaw models Overviewed from critical thinking skills and self-confident attitude to the students' achievements.
This study used a quasi-experimental method, population consisted of students of class XI IPA SMAN 1 Polokarto in academic year 2013/2014. The samples were taken from 2 classes of Class XI IPA 1 and XI IPA 2 using cluster random sampling technique. The students in class XI IPA 1 were given with learning STAD model, whereas XI IPA 2 were given with learning jigsaw model. Data were collected with a test for cognitive achievement, critical thinking skills, and observation of psychomotoric value and questionnaire for affective achievements and self-confident attitude. The analysis technique of data used Kruskal-Wallis non-parametric analysis.
Based on the results of this study, it can be concluded: 1) The STAD and jigsaw learning models in terms of critical thinking skills and self-confident attitude do not give effect to the chemical learning achievement of reaction rate competence. 2) The critically thinking skills do not give significant influence on learning achievement of the students in the competence of reaction rate in the cognitive, affective and psychomotoric domains. 3) A self-confident attitude do not affect the learning achievement of cognitive, affective and psychomotoric. 4) There is no interaction between students who were given STAD and Jigsaw models with critical thinking skills to the learning achievement of chemical cognitive, affective and psychomotoric in the competence of reaction rate. 5) There is no interaction between STAD and jigsaw learning models with the students’ self-confidents attitude to the chemistry learning achievement in cognitive domain, there is an interaction between STAD and jigsaw learning models with self-confidence attitude to the chemistry learning achievement of students in the affective domain, and there is no interaction between STAD and jigsaw learning models with self-confiden attitude to the students for the chemistry learning achievement of psychomotoric domain. 6) There is an interaction between critical thinking skills and self-confident attitude to the learning achievement of students of reaction rate in the cognitive domain, there is no interaction between critical thinking skills and self-confident attitude toward the affective learning achievement, and psychomotoric domains 7) There is no interaction between the learning models of STAD and Jigsaw, high and low critical thinking skills, and high self-confident attitude toward the chemistry learning achievement of reaction rate in cognitive, affective and psychomotoric domains.
