Electronic Theses and Dissertation

Model argument-driven inquiry (ADI) merupakan model pembelajaran yang melatih siswa untuk mempelajari sains secara ilmiah. Model ini menekankan pada keterampilan proses sains (KPS) peserta didik dalam melaporkan hasil percobaan sains dan mengomentari hasil percobaan sains peserta didik lain. Peserta didik juga dibimbing untuk memiliki keyakinan bahwa ia dapat memahami konsep, melakukan keterampilan kognitif tingkat tinggi, melakukan percobaan, menerapkan, dan mengomunikasikan sains, keyakinan ini dikenal dengan istilah self-efficacy. Penelitian ini bertujuan untuk meningkatkan KPS, self efficacy dan hasil belajar peserta didik pada materi pelajaran sifat-sifat cahaya dan alat-alat optik. Desain penelitian yang digunakan adalah desain pretest-posttest control group. Populasi penelitian adalah peserta didik kelas VIII SMP Negeri 8 Banda Aceh yang berjumlah 7 kelas. Sampel dipilih secara purposive sampling sehingga dipilih satu kelas eksperimen dan satu kelas kontrol. Analisis data menggunakan statistik non-parametric dengan uji Mann-Whitney U dan perhitungan skor n-gain. Hasil penelitian menunjukkan bahwa terdapat perbedaan peningkatan yang signifikan dari KPS, self efficacy, dan hasil belajar peserta didik antara penerapan model pembelajaran ADI dengan model pembelajaran yang diterapkan di sekolah. Skor n-gain KPS, self efficacy, dan hasil belajar kelas eksperimen lebih tinggi daripada skor n-gain kelas kontrol. Dengan demikian dapat disimpulkan bahwa model pembelajaran ADI efektif dalam meningkatkan KPS, self efficacy, dan hasil belajar peserta didik.

The argument-driven inquiry (ADI) model is a learning model that trains students to learn science scientifically. This model emphasizes the science process skills (SPS) of students in reporting the results of science experiments and commenting on the results of other students' science experiments. Students are also guided to have the belief that they can understand concepts, perform high-level cognitive skills, conduct experiments, apply, and communicate science, this belief is known as self-efficacy. This study aims to improve students' SPS, self-efficacy, and learning outcomes in the material learning about the nature of light and optical instruments. The research design used was a pretest-posttest control group design. The study population was 8th-grade students of SMP Negeri 8 Banda Aceh, totalling 7 classes. The samples ware selected by purposive sampling so that one experimental class and one control class were selected. Data analysis used non-parametric statistics with the Mann-Whitney U test and the calculation of the n-gain score. The results showed that there were significant differences in the improvement of students’ SPS, self-efficacy, and learning outcomes between the application of the ADI learning model and the learning model applied in schools. The n-gain score of SPS, self-efficacy, and learning outcomes of the experimental class was higher than the n-gain score of the control class. Therefore, it can be concluded that the ADI learning model is effective in increasing the SPS, self-efficacy, and learning outcomes of students.