Electronic Theses and Dissertation

Andrian. (2025). Analisis Kemampuan Bertanya Siswa Dalam Pembelajaran Fisika Di SMA. Skripsi. Universitas Syiah Kuala. Dibawah bimbingan Dr. Evendi, M.Pd., dan Dr. Saminan, M.Pd.

Kemampuan bertanya merupakan aspek fundamental yang perlu dimiliki siswa untuk menunjang proses pembelajaran aktif dan pemahaman mendalam, khususnya dalam pembelajaran fisika. Namun, kenyataan menunjukkan bahwa kemampuan bertanya siswa masih rendah. Penelitian ini bertujuan untuk: (1) menganalisis pengaruh penerapan intervensi pembelajaran terhadap kemampuan bertanya siswa kelas XI-1 dalam pembelajaran fisika di SMA Negeri 1 Kuta Baro secara kuantitas dan kualitas pada pertanyaan lisan dan tertulis; (2) mengidentifikasi jenis pertanyaan yang dominan diajukan siswa dan distribusinya berdasarkan tingkat kognitif; (3) menganalisis persepsi siswa terhadap pengaruh faktor internal dan eksternal terhadap kemampuan bertanya. Penelitian ini menggunakan pendekatan kuantitatif dan kualitatif. Sampel penelitian adalah siswa kelas XI-1 SMA Negeri 1 Kuta Baro. Pengumpulan data dilakukan melalui observasi, tes kemampuan bertanya, wawancara guru, dan angket siswa. Data dianalisis berdasarkan kuantitas dan kualitas pertanyaan untuk pertanyaan lisan dan tertulis. Hasil penelitian menunjukkan bahwa intervensi pembelajaran berhasil meningkatkan kemampuan bertanya siswa. Secara kuantitas, terjadi peningkatan jumlah pertanyaan lisan dan tertulis. Pertanyaan tertulis meningkat peningkatan sekitar 28.63%. Kualitas pertanyaan tertulis berdasarkan tingkat kognitif juga meningkat secara signifikan. Meskipun kualitas pertanyaan lisan berdasarkan tingkat kognitif masih rendah (skor keseluruhan 31,25%), efektivitas pertanyaan lisan tergolong sangat tinggi (skor keseluruhan 81,25%). Selain itu, ditemukan bahwa jenis pertanyaan C2 dominan diajukan pada pertanyaan lisan, sedangkan pertanyaan C4 dominan diajukan siswa pada pertanyaan tertulis. Persepsi siswa menunjukkan bahwa intervensi pembelajaran mempengaruhi faktor internal dan eksternal kemampuan bertanya siswa.
Kata Kunci: Kemampuan Bertanya, Intervensi Pembelajaran, Fisika, Kualitas Pertanyaan, Kuantitas Pertanyaan.

Andrian. (2025). Analysis of Students' Questioning Ability in Physics Learning at Senior High School. Undergraduate Thesis. Universitas Syiah Kuala. Supervised by Dr. Evendi, M.Pd.,and Dr. Saminan, M.Pd. Questioning skills are a fundamental aspect that students need to possess to support active learning and deep understanding, especially in physics education. However, the reality shows that students' questioning abilities are still low. This research aims to: (1) analyze the effect of an instructional intervention on the questioning skills of students in class XI-1 in physics at SMA Negeri 1 Kuta Baro, both quantitatively and qualitatively (cognitive level and effectiveness of questions) for oral and written questions; (2) identify the dominant types of questions asked by students and their distribution based on cognitive levels during the instructional intervention; (3) analyze students' perceptions of the influence of internal and external factors on their questioning skills in physics learning at SMA Negeri 1 Kuta Baro after the instructional intervention. This study uses a quantitative and qualitative approach. The research sample is students of class XI-1 at SMA Negeri 1 Kuta Baro. Data collection was carried out through observation, a questioning skills test, teacher interviews, and student questionnaires. Data were analyzed based on the quantity and quality of both oral and written questions. The research results indicate that the instructional intervention was successful in improving students' questioning skills. Quantitatively, there was an increase in the number of oral and written questions. Written questions increased by approximately 28.63%. The quality of written questions based on cognitive level also increased significantly. Although the quality of oral questions based on cognitive level was still low (an overall score of 31.25%), the effectiveness of oral questions was categorized as very high (an overall score of 81.25%). In addition, it was found that C2-level questions were predominantly asked orally, while C4-level questions were predominantly asked in writing. Students' perceptions show that the instructional intervention influenced the internal and external factors of their questioning skills Keywords: Questioning ability, Learning intervention, Physics, Question Quality, question quantity.