Model Pembelajaran dan Belief tentang Kimia Dalam Meningkatkan Kemampuan Penalaran Kimia

Abstract

Penelitian bertujuan untuk menyelidiki pengaruh model pembelajaran memorization learning dan belief tentang kimia terhadap kemampuan penalaran kimia, setelah mengontrol pengetahuan awal. Penelitian eksperimen menggunakan treatment by level design 2 x 2, dengan teknik analisis kovarian dua jalan. Populasi terjangkau meliputi seluruh siswa kelas X MAN 3 dan kelas X MAS Laboratorium Jambi, sedangkan sampel sebanyak 60 siswa. Data dihimpun melalui tes dan non-tes. Setelah mengontrol pengetahuan awal siswa, diperoleh hasil: 1) kemampuan penalaran kimia kelompok siswa yang belajar dengan model pembelajaran menghafal lebih tinggi dari pada mereka yang menggunakan model pembelajaran konvensional, 2) terdapat pengaruh interaksi antara model pembelajaran dan keyakinan tentang kimia terhadap kemampuan penalaran kimia, 3) kemampuan penalaran kimia kelompok siswa yang memliki keyakinan yang tinggi tentang kimia, kelompok siswa yang belajar dengan model pembelajaran menghafal lebih tinggi dari pada mereka yang belajar dengan model pembelajaran konvensional, dan 4) kemampuan penalaran kimia kelompok siswa yang memiliki keyakinan rendah tentang kimia, kelompok siswa yang belajar dengan model pembelajaran menghafal lebih rendah dari pada mereka yang belajar dengan model pembelajaran konvensional. Rekomendasinya bahwa dalam proses pembelajaran guru menggunakan model pembelajaran menghafal dan memperhatikan pengatahuan awal siswa.

The purpose of this research is to investigate the influence of memorization learning model and belief about chemistry toward the chemistry reasoning ability after controling the students‟ prior knowledge. Research experiments using treatment by level design 2 x 2, with two ways analyzed of covariance techniques. Affordable population includes all students of class X MAN 3 and class X MAS Laboratory of Jambi, while a sample of 60 students. Data were collected through testing and non-testing. After controlling the students‟ prior knowledge, the research results are as follow: 1) chemistry reasoning ability of the students group who learn with memorization learning model is higher than that of those who were learned by using conventional learning model, 2) there is an interaction affect between learning model and belief about chemistry toward chemistry reasoning ability, 3) chemistry reasoning ability group of students that have high belief about chemistry, group of students that learn with memorization learning model is higher than that of those who were learned with conventional learning model, and 4) chemistry reasoning ability group of students that have low belief about chemistry, group of student that learn with memorization learning model is lower than that of those who were learned with conventional learning model. The research result recommends that the teachers use the memorization leraning model in the learning process and pay attention to the students‟ prior knowledge.