Kemampuan kognitif dan literasi sains: sebuah model pembelajaran argument-driven inquiry pada materi jaringan tumbuhan

Authors

  • Hamzah Abdul Fatah Universitas Siliwangi, Jl. Siliwangi No. 24, Tasikmalaya (46115), Jawa Barat
  • Purwati Kuswarini Suprapto Universitas Siliwangi, Jl. Siliwangi No. 24, Tasikmalaya (46115), Jawa Barat
  • Vita Meylani Universitas Siliwangi, Jl. Siliwangi No. 24, Tasikmalaya (46115), Jawa Barat

DOI:

https://doi.org/10.31932/jpbio.v5i1.590

Abstract

Proses pembelajaran seharusnya memberikan sebuah pengalaman untuk mendukung proses pengetahuan dalam mencerna pembelajaran. Tujuan penelitian ini adalah untuk menjelaskan pengaruh model pembelajaran argument-driven inquiry terhadap kemampuan kognitif dan literasi sains siswa pada materi jaringan tumbuhan di kelas XI SMA Bekasi tahun pelajaran 2019/2020. Penelitian dilaksanakan pada bulan Agustus-September 2019 dengan metode penelitian quasi experimental. Desain penelitian berupa pretest-posttest control group. Sampel penelitian sebanyak sebanyak 62 diambil menggunakan teknik cluster random sampling. Teknik pengumpulan data berbentuk pilihan ganda sebanyak 30 butir soal untuk tes kemampuan kognitif dan tes literasi sains berbentuk pilihan ganda sebanyak 18 butir soal. Analisis data menggunakan uji ANCOVA dengan probabilitas atau taraf signifikan sebesar 5%. Hasil penelitian menunjukan bahwa model pembelajaran argument-driven inquiry berpengaruh signifikan terhadap kemampuan kognitif dan literasi sains pada konsep jaringan tumbuhan di kelas eksperimen.

Kata kunci: kemampuan kognitif, literasi sains,argument-driven inquiry

 

Cognitive ability and literacy science: a learning model argument-driven inquiry in plant tissue concept. The learning process should provide an experience to support the knowledge process in digesting learning. This research aims to explain the influence of the model learning argument-driven inquiry on the cognitive ability and science literacy of students in plant tissue concept in class XI senior high school Bekasi year 2019/2020. Research was conducted in August-September 2019. This research uses true experimental methods with pretest-posttest control group research design. Research samples of 62 students were taken using the technique of random sampling cluster. The data collection techniques in the form of a 30-grain choice for the cognitive skills test and the science literacy test in the form of a compound of 18 items. Data analysis uses ANCOVA test with a significant probability or level of (α) = 5%. The results showed that there were the learning model argument-driven inquiry influences on the cognitive ability and science literacy of the plant tissue concept in the experimental class.

Keywords: Cognitive abilities, scientific literacy skill, argument-driven inquiry

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Published

2020-04-07

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Vol. 5 No. 1 (2020): April 2020

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