PENGARUH GUIDED DISCOVERY TERHADAP KETERAMPILAN PROSES DAN PEMAHAMAN KONSEP DARI TINGKAT KETERAMPILAN BERPIKIR SISWA SMA
Authors: ANDA HASAN AIDI 
Published: August 2022

This study aims to determine; 1) the effect of guided discovery (GD) learning with direct learning on the average value of science process skills (KPS) and understanding of biological concepts without or based on students' critical thinking skills (KBKS), 2) the difference in the average value of KPS and understanding of biological concepts between learning guided discovery with direct learning without or based on the KBKS level. This research is a quasi-experimental with Nonequivalent Control Group Design Factorial 2X2. Determination of the sample by purposive sampling technique. Screening of sample data with a description test which includes; 1) moderator variable using students' critical thinking skills, 2) the dependent variable is science process skills and understanding of biological concepts. Research result; 1) 31.17% science process skills and 21.08% N-gain understanding of biological concepts are influenced by GD and direct learning. 2) 39.53% of science process skills and 23.64% of N-gain concept understanding are influenced by the level of students' critical thinking skills. 3). The mean of science process skills 01-03 learning GD 70.94 > direct learning 58.25, N-gain understanding of learning biology concepts GD 0.41 > 0.17 direct learning. 4). The mean of science process skills 01-03 high-level GD learning is 71.94 > high-level direct learning is 62.63. The mean of science process skills 01-03 GD low level 69.90 > low level direct learning 53.88. GD learning with high and low levels of critical thinking skills of students has an N-gain understanding of the medium category of biological concepts. Direct learning of high and low levels of critical thinking skills of students has a low N-gain understanding of biological concepts.
ABSTRAKPenelitian ini bertujuan untuk mengetahui; 1) pengaruh antara pembelajaran guided discovery (GD) dengan pembelajaran langsung terhadap rerata nilai keterampilan proses sains (KPS) dan pemahaman konsep biologi tanpa maupun berdasarkan tingkat keterampilan berpikir kritis siswa (KBKS), 2) perbedaan rerata nilai KPS dan pemahaman konsep biologi antara pembelajaran guided discovery dengan pembelajaran langsung tanpa maupun berdasarkan tingkat KBKS. Penelitian ini merupakan quasi eksperimen dengan Nonequivalent Control Group Design Factorial 2X2. Penentuan sampel dengan teknik pursposive sampling. Penjaringan data sampel dengan tes uraian yang meliputi; 1) variabel moderator dengan menggunakan keterampilan berpikir kritis siswa, 2) variabel terikat keterampilan proses sains dan pemahaman konsep biologi. Hasil penelitian; 1) 31,17% keterampilan proses sains dan 21,08% N-gain pemahaman konsep biologi dipengaruhi oleh pembelajaran GD dan langsung. 2) 39,53% keterampilan proses sains dan 23,64% N-gain pemahaman konsep dipengaruhi oleh tingkat keterampilan berpikir kritis siswa. 3). Rerata keterampilan proses sains 01-03 pembelajaran GD 70,94 > pembelajaran langsung 58,25, N-gain pemahaman konsep biologi pembelajaran GD 0,41 > 0,17 pembelajaran langsung. 4). Rerata keterampilan proses sains 01-03 pembelajaran GD tingkat tinggi 71,94 > pembelajaran langsung tingkat tinggi 62,63. Rerata keterampilan proses sains 01-03 GD tingkat rendah 69,90 > pembelajaran langsung tingkat rendah 53,88. Pembelajaran GD tingkat keterampilan berpikir kritis siswa tinggi dan rendah memiliki N-gain pemahaman konsep biologi kategori sedang. Pembelajaran langsung tingkat keterampilan berpikir kritis siswa tinggi dan rendah memiliki N-gain pemahaman konsep biologi kategori rendah.