Keefektifan pendekatan PBL dan pendekatan saintifik ditinjau dari HOTS dan karakter

Arini Ulfah Hidayati; Heri Retnawati

Keefektifan pendekatan PBL dan pendekatan saintifik ditinjau dari HOTS dan karakter

Arini Ulfah Hidayati, Universitas Negeri Yogyakarta, Indonesia
Heri Retnawati, Universitas Negeri Yogyakarta, Indonesia

Abstract

Penelitian ini bertujuan untuk menguji keefektifan pendekatan pembelajaran PBL (Problem Based Learning) dengan pendekatan saintifik serta menguji pendekatan yang lebih efektif antara PBL dan pendekatan saintifik ditinjau dari prestasi belajar, HOTS (Higher Order Thinking Skills) dan karakter. Jenis penelitian yang digunakan adalah penelitian eksperimen semu dengan desain penelitian pretest-posttest nonequivalent group desain. Instrumen yang digunakan meliputi tes prestasi, tes HOTS dan angket karakter. Pengujian keefektifan pendekatan pembelajaran PBL dan pendekatan saintifik dilakukan dengan uji one sample t-test. Pengujian untuk menentukan pendekatan pembelajaran yang lebih efektif antara PBL dan pendekatan saintifik dilakukan uji MANOVA (Hotteling’s Trace). Hasil penelitian ini menunjukkan bahwa: 1) pendekatan pembelajaran PBL dan pendekatan saintifik efektif ditinjau dari prestasi, HOTS dan karakter; dan 2) tidak terdapat perbedaan keefektifan antara pendekatan pembelajaran PBL dan pendekatan saintifik ditinjau dari prestasi, HOTS dan karakter.

The effectiveness of PBL and scientific approach viewed from HOTS and character

Abstract

This study aims to test the effectiveness of problem based learning and scientific approach and test which one of the PBL and scientific approach is more effective in terms of student’s learning achievement, higher order thinking skills and character. This research was quasi experiment with pretest-posttest nonequivalent group design. The instruments used to collect data a learning achievement test, higher order thinking skills test, and questionnaire of character. To determine the effectiveness of problem based learning and scientific approach, one sample t-test was used. To discover the difference of effectiveness between problem based learning and scientific approach MANOVA (Hotteling’s Trace) was used. The results showed that: 1) problem based learning and scientific approach are effective viewed from student’s learning achievement, higher order thinking skills and character, and 2) threre is no difference in effectiveness between problem based learning approach and scientific approach viewed from student’s learning achievement, higher order thinking skills and character

Keywords

problem based learning approach, scientific approach, learning achievement, higher order thinking skills and character; pendekatan problem based learning, pendekatan saintifik, prestasi belajar, HOTS, dan karakter

Full Text:

FULLTEXT PDF

References

Akinoglu, O. & Tandogan, R. O. (2007). The effects of problem-based active learning in science education on students’ academic achievement, attitude and concept learning. Eurasia Journal of Mathematics, Science & Technology Education. 3(1), 71-81.

Anderson, L.W., & Krathwohl, D.R. (2001). A Taxonomy for Learning, Teaching, and Assesing: A revision of Bloom’s Taxonomy of Education Objectives. New York City: Addison Wesley Lonman, Inc.

Araz, G., & Sungur, S. (2007). Problem based learning effectiveness of problem based learning on academic performance in genetics. The International Union of Biochemistry and Molecular Biology, 6(35), 448-451.

Arends, R.I., & Kilcher, A. (2010). Teaching for student learning becoming an accomplished teacher. New York City : Routledge

Baden, M.S., & Wilkie, K. (2004). Challenging research into problem based learning. London: MacGraw-Hill Education.

Barbara A.L. (2004). Character Building untuk Remaja. (Terjemahan oleh Arvin Saputra). Batam: Karisma Publising Group.

Brookhart, S. M. (2010). How to assess higher order thinking skillss in your classroom. Alexandria: ASCD

Conklin, W. (2012). Higher order thinking skills to develop 21st century learners. Huntington: Shell Education Publishing, Inc

Conklin, W. & Manfro, J (2012). Higher order thinking skills to develop 21st century learners. Huntington: Shell Education Publishing, Inc

Daryanto. (2014). Pendekatan Pembelajaran Saintifik Kurikulum 2013. Yogyakarta: Gava Media

Delisle, R. (1997). How to used problem based learning in the classroom. Alexandria: ASCD

Eggen, P., & Kauchak, D. (2012). Strategies and models for teachers: Teaching content and thinking skills sixth edition. Needham: Pearson

Farhan, M., & Retnawati, H. (2014). Keefektian PBL dan IBL ditinjau dari prestasi belajar, kemampuan representasi matematis dan motivasi belajar. Jurnal Riset Pendidikan Matematika, 1(2), 227-240

Fitrianawati, M., & Hartono, H. (2016). Perbandingan keefektifan PBL bersetting TGT dan GI ditinjau dari prestasi belajar, kemampuan berpikir kreatif dan toleransi. Jurnal Riset Pendidikan Matematika, 1(3), 55-65.

Graaff, E.D., & Kolmos, A. (2003). Characteristics of problem-bassed learning, International journal of education, 19(1), 657-662.

Haladyna, T. M. (1997). Writing test items to evaluate higher order thinking. Needham: Allyn & Bacon

Hosnan, M. (2014). Pendekatan saintifik dan kontektual dalam pembelajaran abad 21: kunci sukses implementasi kurikulum 2013. Bogor: Gahlia Indonesia

Johnson, R. A., & Wichern, D. W. (2007). Applied multivariate statistical analysis. London: Pearson Education, Inc.

Kawiyah, S. (2015). Perangkat pembelajaran matematika berbasis saintifik meningkatkan kemampuan pemecahan masalah dan kemampuan belajar siswa, Pythagoras, 2(10), 201-210.

Kemendikbud. (2011). Panduan pelaksanaan pendidikan karakter. Jakarta: Badan penelitian dan pengembangan pusat kurikulum dan perbukuan

Kemendikbud. (2014). Laporan hasil ujian nasional SMP/MTS tahun 2013/ 2014. Jakarta: BSNP

Kemendikbud. (2015). Laporan hasil ujian nasional SMP/MTS tahun 2014/ 2015. Jakarta: BSNP

Kemendikbud. (2016). Peraturan menteri pendidikan dan kebudayaan RI No 22 tahun 2016, tentang Standar Proses Pendidikan Dasar dan Menengah.

King, F. J., Goodson, L., & Rohani, F. (2010). Higher order thinking skills: Definition, teaching strategies assessmen. New York City: Educational Service Program.

King, F. J., Goodson, L., & Rohani, F. (2010). Higher order thinking skills: Definition, teaching strategies assessmen. New York City: Educational Service Program

Kirschenbaum, H. (1995). 100 Ways to enchance values and morality in schools and yaouth settings. Needham: Allyn & Bacon

Koesoema, D. (2010). Pendidikan karakter: strategi mendidik anak di zaman global. Jakarta: Grasindo.

Krathwohl. D.R. (2002). A revision of bloom’s taxonomy: an overview. College of education the ohio state university, 41(1), 212-218.

Krulick, S., & Rudnick, J.A. (1995). The new sourcebook for teaching reasoning and problem solving in elementary school. Needham: Allyn and Bacon

Kusdaryani, W. (2012). Paradigma pendidikan di era globalisasi. Proceeding seminar nasional “profesionalisne guru dalam perspektif global”. IKIP Veteran Semarang, hal 46-52.

Lewis, A., & Smith., D (1993). Defining higher order thinking. Journal Storage, 32(3), 131-137.

Lickona. T. (1991). Educating for character: how our school can teach: Respect and responsibility. New York City: Batam Books

Machin, A. (2014). Implementasi pendekatan saintifik, penanaman karakter, dan konservasi pada pembelajaran materi pertumbuhan. Journal Pendidikan IPA Indonesia. 3(1), 28-25

Majid. A. (2008). Perencanaan pembelajaran mengembangkan kompetensi guru. Bandung: Remaja Rosdakarya.

Majid, A. N. (2015). Efektivitas pendekatan saintifik terhadap high order thinking skills siswa kelas X MAN Wonokromo Bantul pada materi pokok konsep mol tahun ajaran 2014/2015 (Skripsi yang tidak dipubikasikan). UIN Sunan Kalijaga, Yogyakarta.

Masduki, T., & Simanjuntak, F. (2009). Siaran pers: pemberantasan korupsi di Indonesia masih lemah. Jakarta: Transparency International Indonesia

Mullis, V. S., Martin, O. M., Foy, P., & Arora, A. (2012). TIMSS 2011 international result in mathematics. Chestnut hill, MA: TIMSS & PIRLS International Study Center

Mu’in, F. (2011). Pendidikan karakter: Konstruksi teoretik & praktik. Jakarta: Ar-Ruz Media.

Muijs, D., & Reynods, D. (2011). Effective teaching: Evidence and practice (3^rded). London: SAGE Publicatons, Ltd.

Munthe, B. (2009). Desain pembelajaran. Yogyakarta: Pustaka Insani Madani

Muslich, M. (2011). Pendidikan karakter menjawab tantangan krisis multidimensional. Jakarta: Bumi Aksara.

NCTM. (2000). Principles and standards for school mathematics. Reston: Key Curriculum Press

Presseisen, B. Z. (1985). Glossary of thinking skill. In Costa, A. L (Ed.), Developing minds: A resource book for teaching thinking. Alexandria: ASCD

Resnick, L.B. (1987). Education and learning to think. Washington: National Academy

Retnawati, H. (2015). Hambatan guru matematika sekolah pertama dalam menetapkan kurikulum baru. Cakrawala Pendidikan, 3(1), 390-402.

Rofiah, E., Aminah, N. S., & Ekawati, E.Y. (2013). Penyusunan instrumen tes kemampuan berpikir tingkat tinggi pada siswa SMP. Jurnal Pendidikan Fisika, 1(2), 17-21.

Rhodes, D.G. (1999). A practical approach to problem-based learning: Simple technology make pbl accessible. American Journal of Pharmaceutical Education, 63(1), 410-413.

Saifurrahman. (2014). Pendidikan berbasis karakter. Jurnal Tarbwl, 2(2), 47-55.

Stevens, J. P. (2009). Applied multivariate statistics for the science. New York: Routledge

Suhendar. U. (2015). Komparasi keefektifan pendekatan saintifik dan pendekatan pendidikan matematika realistik ditinjau dari prestasi belajar, minat dan rasa percaya diri pada siswa kelas VII SMP. Pythagoras, 11(1), 91-101

Tan, O.S. (2004). Enhancing thinking through problem based learning approaches international perspectives. Shenton Way: Cengage Learning.

Tatsuoka, M.M. (1971). Multivariate analysis: Techniques for educational and psychological reseach. New York City: University Of Illinois

Thomas, A., & Thorne, G. (2009). How To Increase Higher Level Thinking: The centre for development and learning. 2, Artikel. Diakses pada tanggal 12 Agustus 2016, dari http://www.cdl.org/articles/how-to-increase-high-order-thinking/