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Pengaruh Thinking Maps dalam Pembelajaran Berbasis Masalah terhadap Penguasaan Konsep Siswa
Abstract
Abstract: This research was aimed to determine the differences in concept achievement of students who learn using Thinking maps in Problem Based learning with students who learn to use Problem Based learning and conventional learning. This research is quasi experiment researches with posttest only control group design. The research was conducted in SMAN 1 Singosari on class X academic year 2016/2017. Data collection obtained from concept achievement test. Test to determine the difference between the three treatment classes was done by MANOVA test. The result of the research shows that there is influence of Thinking Maps in Problem Based learning on Concept Achievement of Student. These results are reinforced by the data of M.A.PP.E.R which shows that the higher the level of Thinking Maps made the student’s concepts achievemenis getting better.
Abstrak: Penelitian ini bertujuan untuk mengetahui perbedaan penguasaan konsep dan kemampuan pemecahan masalah antara siswa yang belajar menggunakan Thinking maps dalam pembelajaran berbasis masalah, pembelajaran berbasis masalah dan pembelajaran konvensional. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain posttest only control group design. Penelitian dilaksanakan di SMAN 1 Singosari pada siswa kelas X tahun ajaran 2016/2017. Pengumpulan data menggunakan instrumen soal penguasaan konsep. Uji statistik MANOVA digunakan untuk mengetahui perbedaan penguasaan konsep. Hasil penelitian diperoleh terdapat pengaruh Thinking maps dalam pembelajaran berbasis masalah terhadap penguasaan konsep. Hasil ini diperkuat oleh data M.A.PP.E.R yang menunjukkan bahwa semakin tinggi tingkat hasil Thinking maps penguasaan konsep siswa semakin baik.
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DOI: http://dx.doi.org/10.17977/jptpp.v4i1.11852
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Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang
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