Electronic Theses and Dissertation

Bunga Desfita. (2025). Pengaruh Penggunaan LKPD berbasis Keterampilan Proses Sain melaui Model Problem Based Learning Terhadap Hasil Belajar Kognitif Siswa Dalam Pembelajaran Fisika. Skripsi. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Syiah Kuala. Dibawah bimbingan Dr. Evendi, M.Pd., dan Fitria Herliana, S.Pd., M.Pd.
Penelitian ini dilatar belakangi oleh rendahnya hasil belajar kognitif siswa pada mata pelajaran fisika, kurang mampu siswa dalam memahami materi, rendahnya keterlibatan siswa dalam proses ilmiah, serta penggunaan LKPD yang belum berbasis keterampilan proses sains (KPS). Akibatnya, siswa kurang aktif, kesulitan memahami konsep, dan belum terlatih berpikir kritis maupun ilmiah. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan LKPD berbasis KPS melalui model problem based learning (PBL) terhadap hasil belajar kognitif siswa SMA dalam pembelajaran fisika. Jenis penelitian ini adalah kuasi eksperimen dengan desain nonequivalent control group design, melibatkan dua kelas, yaitu kelas eksperimen yang menggunakan LKPD berbasis KPS dan kelas kontrol yang menggunakan LKPD konvensional. Data dikumpulkan melalui pre-test dan post-test, kemudian dianalisis menggunakan uji-t independen. Hasil penelitian menunjukkan bahwa nilai t_hitung=2,177>t_tabel=2,000 yang berarti terdapat perbedaan signifikan antara kedua kelas. Hal ini membuktikan bahwa penerapan LKPD berbasis KPS melalui model PBL berpengaruh positif terhadap peningkatan hasil belajar kognitif siswa. Peningkatan tertinggi terjadi pada indikator C1 (mengingat) dan C2 (memahami), sedangkan indikator C3–C5 juga mengalami peningkatan meskipun dengan nilai lebih rendah. Dengan demikian, LKPD berbasis KPS melalui model PBL terbukti efektif dalam meningkatkan hasil belajar kognitif siswa pada pembelajaran fisika.
Kata kunci: Fisika, Hasil belajar, LKPD berbasis KPS, Problem Based Learning.

Bunga Desfita. (2025). The Effect of Using Science Process Skills (SPS)-Based Student Worksheets through the Problem Based Learning Model on Students’ Cognitive Learning Outcomes in Physics Learning. Undergraduate Thesis. Faculty of Teacher Training and Education, Syiah Kuala University. Supervised by Dr. Evendi, M.Pd., and Fitria Herliana, S.Pd., M.Pd. This study was motivated by the low cognitive learning outcomes of students in physics, which are caused by teacher-centered learning, low student involvement in scientific processes, and the use of worksheets that are not yet based on Science Process Skills (SPS). As a result, students tend to be passive, have difficulty understanding concepts, and are not well trained in critical or scientific thinking. This study aims to determine the effect of using SPS-based worksheets through the Problem Based Learning (PBL) model on high school students’ cognitive learning outcomes in physics. The research employed a quasi-experimental method with a Nonequivalent Control Group Design, involving two classes: an experimental class using SPS-based worksheets and a control class using conventional worksheets. Data were collected through pre-tests and post-tests and analyzed using an independent t-test. The results showed that the calculated t value (2.177) was greater than the table value (2.000), indicating a significant difference between the two classes. This finding proves that the implementation of SPS-based worksheets through the PBL model has a positive effect on improving students’ cognitive learning outcomes. The highest improvement occurred in indicators C1 (remembering) and C2 (understanding), while indicators C3–C5 also showed improvement, though with lower scores. Therefore, SPS-based worksheets through the PBL model are proven to be effective in enhancing students’ cognitive learning outcomes in physics learning. Keywords: Physics, Learning Outcomes, Science Process Skills-Based, PBL.