Electronic Theses and Dissertation

Nadia laila (2025). pengaruh penerapan model inquiry based learning (ibl) pada mata pelajaran ppkn terhadap peningkatan collaboration skill siswa smp negeri 1 bireuen. [skripsi. universitas syiah kuala]. di bawah bimbingan dr. irwan putra, s.pd., m. pd dan maimun, s.pd., ma. collaboration skill merupakan salah satu kompetensi abad ke-21 yang sangat penting dalam pembelajaran ppkn. berdasarkan observasi awal, pembelajaran ppkn di smp negeri 1 bireuen menunjukkan bahwa collaboration skill siswa masih belum optimal, meskipun model inquiry based learning (ibl) telah diterapkan. hal ini menandakan bahwa penerapan ibl dalam pembelajaran ppkn perlu dikaji lebih lanjut untuk melihat sejauh mana model tersebut berpengaruh terhadap peningkatan collaboration skill siswa. penelitian ini menggunakan pendekatan kuantitatif dengan desain kuasi eksperimen tipe pre-test post-test control group. sampel penelitian terdiri dari dua kelas, yaitu kelas eksperimen (30 siswa) yang diajar menggunakan model ibl dan kelas kontrol (30 siswa) yang tetap menggunakan model pembelajaran konvensional. instrumen penelitian berupa tes soal pilihan ganda sebanyak 20 soal yang dikembangkan berdasarkan empat indikator collaboration skill, yakni komunikasi efektif, tanggung jawab kelompok, pengambilan keputusan bersama, serta fleksibilitas dan kompromi. hasil penelitian menunjukkan adanya peningkatan signifikan pada collaboration skill siswa di kelas eksperimen dibandingkan dengan kelas kontrol. nilai rata-rata kelas eksperimen meningkat dari 59,50 menjadi 82,83, sedangkan kelas kontrol meningkat dari 53,67 menjadi 71,83. uji independent sample t-test memperoleh nilai signifikansi 0,004 < 0,05 yang menegaskan adanya perbedaan signifikan antara kedua kelas. dengan demikian, penerapan inquiry based learning (ibl) terbukti efektif dalam menciptakan pembelajaran yang aktif, partisipatif, dan kondusif. selain itu, hasil analisis per indikator menunjukkan bahwa aspek tanggung jawab dalam kelompok merupakan indikator collaboration skill yang paling menonjol dibandingkan indikator lainnya. peningkatan ini terlihat melalui dominasi butir-butir soal terkait mekanisme kerja kelompok, pembagian peran, serta penyelesaian tugas bersama. meskipun pengukuran dilakukan melalui instrument kognitif, pola jawaban siswa mnecerminkan pemahaman mereka terhadap prinsi-prinsip afektif yang mendasari perilaku kolaboratif. dengan demikian, penerapan model inquiry based learning tidak hanya meningkatkan hasil belajar kognitif siswa, tetapi juga memperkuat tanggung jawab kolaboratif dalam konteks pembelajaran ppkn.penelitian selanjutnya disarankan melibatkan jumlah subjek yang lebih luas serta mengkaji keterampilan abad ke-21 lainnya, agar efektivitas model ibl dapat dipahami secara lebih komprehensif. kata kunci: inquiry based learning, collaboration skill, ppkn

Nadia Laila (2025). The Effect of Implementing the Inquiry Based Learning (IBL) Model in Civic Education on Improving Collaboration Skills of Students at SMP Negeri 1 Bireuen. [Thesis. Syiah Kuala University]. Under the guidance of Dr. Irwan Putra, S.Pd., M.Pd and Maimun, S.Pd., MA. Collaboration skills are one of the most important 21st-century competencies in civic education learning. Based on initial observations, civic education learning at SMP Negeri 1 Bireuen shows that students' collaboration skills are still not optimal, even though the Inquiry Based Learning (IBL) model has been implemented. This indicates that the application of IBL in civic education learning needs to be further studied to see the extent to which this model affects the improvement of students' collaboration skills. This study uses a quantitative approach with a pre-test post test control group quasi-experimental design. The research sample consisted of two classes, namely the experimental class (30 students) taught using the IBL model and the control class (30 students) which continued to use the conventional learning model. The research instrument was a multiple-choice test consisting of 20 questions developed based on four indicators of collaboration skills, namely effective communication, group responsibility, joint decision making, and flexibility and compromise. The results showed a significant increase in the collaboration skills of students in the experimental class compared to the control class. The average score of the experimental class increased from 59.50 to 82.83, while that of the control class increased from 53.67 to 71.83. The independent sample t-test obtained a significance value of 0.004 < 0.05, confirming a significant difference between the two classes. Thus, the application of Inquiry Based Learning (IBL) proved to be effective in creating active, participatory, and conducive learning. In addition, the results of the analysis per indicator show that the aspect of responsibility within the group is the most prominent indicator of collaboration skills compared to other indicators. This improvement is evident in the dominance of questions related to group work mechanisms, role sharing, and joint task completion. Although the measurement was conducted using cognitive instruments, the students' answer patterns reflect their understanding of the affective principles underlying collaborative behavior. Thus, the application of the Inquiry Based Learning model not only improves students' cognitive learning outcomes but also strengthens collaborative responsibility in the context of Civic Education learning. Further research is recommended to involve a wider number of subjects and examine other 21st-century skills so that the effectiveness of the IBL model can be understood more comprehensively. Keywords: Inquiry Based Learning, Collaboration Skills, Civic Education