Pembelajaran Fisika dengan Inkuiri Terbimbing menggunakan Animasi dan Pictorial Riddle ditinjau dari Motivasi Belajar dan Sikap Ilmiah Siswa. (Studi Kasus pada Materi Usaha dan Energi Kelas XI IPA Semester 1 SMA Terpadu Abul Faidl Wonodadi Blitar Tahun Ajaran 2010/2011)

ABSTRAK

Hazairin Nikmatul Lukma, S831002044. 2011. Pembelajaran Fisika dengan Inkuiri Terbimbing menggunakan Animasi dan Pictorial Riddle ditinjau dari Motivasi Belajar dan Sikap Ilmiah Siswa. (Studi Kasus pada Materi Usaha dan Energi Kelas XI IPA Semester 1 SMA Terpadu Abul Faidl Wonodadi Blitar Tahun Ajaran 2010/2011). Tesis Pembimbing I Prof. Dr. H. Widha Sunarno, M.Pd. dan pembimbing II : Dra. Suparmi, MA, Ph.D, Program Studi Pendidikan Sains, Program Pascasarjana Universitas Sebelas Maret Surakarta, 2011

Penelitian ini bertujuan untuk mengetahui: (1) pengaruh Inkuiri Terbimbing menggunakan Animasi dan Pictorial Riddle terhadap prestasi belajar fisika, (2) pengaruh motivasi belajar tinggi dan rendah terhadap prestasi belajar fisika, (3) pengaruh sikap ilmiah tinggi dan rendah terhadap prestasi belajar fisika, (4) interaksi antara Inkuiri Terbimbing menggunakan Animasi dan Pictorial Riddle dengan motivasi belajar terhadap prestasi belajar fisika, (5) interaksi antara Inkuiri Terbimbing menggunakan Animasi dan Pictorial Riddle dengan sikap ilmiah terhadap prestasi belajar fisika, (6) interaksi antara motivasi belajar dan sikap ilmiah terhadap prestasi belajar fisika, (7) interaksi antara Inkuiri Terbimbing menggunakan Animasi dan Pictorial Riddle, motivasi belajar serta sikap ilmiah terhadap prestasi belajar fisika.
Penelitian ini dilaksanakan di SMA Terpadu Abul Faidl Wonodadi Blitar Tahun Ajaran 2010/2011. Metode penelitian yang digunakan adalah metode eksperimen. Populasi penelitian adalah seluruh siswa kelas XI. Sampel penelitian diambil secara cluster random sampling, yaitu kelas XI IPA 1 menggunakan Animasi dan kelas XI IPA 2 menggunakan Pictorial Riddle. Pengumpulan data dilakukan melalui tes untuk prestasi belajar dan angket untuk motivasi belajar dan sikap ilmiah. Analisis menggunakan Analisis Varians (ANAVA) tiga jalan dengan desain faktorial 2 x 2 x 2.
Hasil analisis data menunjukkan bahwa: (1) ada pengaruh Inkuiri Terbimbing menggunakan Animasi dan Pictorial Riddle terhadap prestasi belajar fisika (sig. = 0,046 < 0,05), (2) ada pengaruh motivasi belajar tinggi dan rendah terhadap prestasi belajar fisika (sig. = 0,000 < 0,05), (3) ada pengaruh sikap ilmiah tinggi dan rendah terhadap prestasi belajar fisika (sig. = 0,000 < 0,05), (4) tidak ada interaksi antara Inkuiri Terbimbing menggunakan Animasi dan Pictorial Riddle dengan motivasi belajar terhadap prestasi belajar fisika (sig. = 0,651 > 0,05), (5) tidak ada interaksi antara Inkuiri Terbimbing menggunakan Animasi dan Pictorial Riddle dengan sikap ilmiah terhadap prestasi belajar fisika (sig. = 0,901 > 0,05), (6) tidak ada interaksi antara motivasi belajar dan sikap ilmiah terhadap prestasi belajar fisika (sig. = 0,535 > 0,05), (7) tidak ada interaksi antara Inkuiri Terbimbing menggunakan Animasi dan Pictorial Riddle, motivasi belajar serta sikap ilmiah terhadap prestasi belajar fisika (sig. = 0,546 > 0,05).

Kata kunci : Pembelajaran fisika, inkuiri terbimbing, animasi, pictorial riddle, motivasi belajar, sikap ilmiah, prestasi belajar, usaha dan energi

ABSTRACT

Hazairin Nikmatul Lukma, S831002044. 2011. Physics Learning using Guided Inquiry through Animation and Pictorial Riddle over viewed from Student Motivation and Scientific Attitude. (A Case Study on Work And Energy Concept for XIth Grade Student at SMA Terpadu Wonodadi Blitar in 2010/2011 Academic Year). The Thesis, Advisor I : Prof. Dr. H. Widha Sunarno, M.Pd. and Advisor II : Dra. Suparmi, MA, Ph.D, Science Education Program of Post Graduate, Sebelas Maret University of Surakarta, 2011

The purposes of this research were to know: (1) the effect of the use of Guided Inquiry through Animation and Pictorial Riddle toward to the student achievement, (2) the effect of the use of high and low student motivation toward to the student achievement, (3) the effect of the use of high and low scientific attitude toward to the student achievement, (4) the interaction between Guided Inquiry through Animation and Pictorial Riddle and student motivation toward to the student achievement, (5) the interaction between Guided Inquiry through Animation and Pictorial Riddle and scientific attitude toward to the student achievement, (6) the interaction between student motivation and scientific attitude toward to the student achievement, (7) the interaction among Guided Inquiry through Animation and Pictorial Riddle, student motivation and scientific attitude toward to the student achievement.
This research was carried out at SMA Terpadu Abul Faidl Wonodadi Blitar in 2010/2011 academic year. This research used experimental method. The population was all students in XI grade. The sampel was taken using cluster random sampling, are XI IPA 1 used Animation learning media, and XI IPA 2 used Pictorial Riddle learning media. The data was collected using test for student achievement and quistionere for student motivation and scientific attitude. Then the data was analized using Anova with 2 x 2 x 2 factorial design.
The results of data analysis were: (1) there was effect of the use of Guided Inquiry through Animation and Pictorial Riddle toward to the student achievement (sig.=0,046<0,05), (2) theres was effect of the use of high and low student motivation toward to the student achievement (sig.=0,000<0,05), (3) there was effect of the use of high and low scientific attitude toward to the student achievement (sig.=0,000<0,05), (4) there was no interaction between Guided Inquiry through Animation and Pictorial Riddle and student motivation toward to the student achievement (sig.=0,651<0,05); (5) there was no interaction between Guided Inquiry through Animation and Pictorial Riddle and scientific attitude toward to the student achievement (sig.=0,901<0,05); (6) there was no interaction between student motivation and scientific attitude toward to the student achievement (sig.=0,535<0,05); (7) there was no interaction among Guided Inquiry through Animation and Pictorial Riddle, student motivation and scientific attitude toward to the student achievement (sig.=0,546<0,05).

Keywords : Physics learning, guided inquiry, animation, pictorial riddle, student motivation, scientific attitude, student achievement, work and energy