PENGARUH MODEL GUIDED INQUIRY BERBANTUAN FISHBONE DIAGRAM TERHADAP MOTIVASI DAN HASIL BELAJAR SISWA

Abstrak

Penelitian ini bertujuan untuk menguji pengaruh model guided inquiry berbantuan fishbone diagram terhadap motivasi dan hasil belajar siswa pada materi sistem pencernaan. Penelitian ini menggunakan rancangan Quasi Experimental Design dengan menggunakan pola non randomized control group pretest-posttest design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 1 Ambarawa, sedangkan sampel dalam penelitian ini adalah siswa kelas VIII B (kelas eksperimen) dan kelas VIII C (kelas kontrol). Data keterlaksanaan model guided inquiry berbantuan fishbone diagram diperoleh melalui angket tanggapan yang diisi oleh siswa. Data hasil belajar dalam ranah kognitif siswa dikumpulkan dari tes materi sistem pencernaan, ranah psikomotorik dan ranah afektif diperoleh melalui lembar observasi. Data motivasi belajar siswa diperoleh melalui angket skala psikologi siswa. Hasil uji hipotesis pengaruh model guided inquiry berbantuan fishbone diagram terhadap motivasi belajar siswa diperoleh nilai χ2= 32,00 dengan p < 0,05 (p = 0,010) dan pengaruh model guided inquiry berbantuan fishbone diagram terhadap hasil belajar siswa diperoleh χ2= 20,67 dengan p < 0,05 (p = 0,014). Hal ini menunjukkan bahwa model guided inquiry berbantuan fishbone diagram berpengaruh terhadap motivasi dan hasil belajar.  This research aimed to examine the effect of guided inquiry models with fishbone diagram on students’s motivation and learning achievement on the subject of digestive system. This research was Quasi Experimental Design. The design of this research was non randomized control group pretest posttest. The population in this research was all students, VIII grade class at SMP Negeri 1 Ambarawa, VIII B grade class was treated as experimental class and VIII C as control class. Questionare was used to collect data of the implementation level guided inquiry models with fishbone diagram. Test was used to collect data of students learning achivement on cognitive, psychomotoric domains while affective domains were collected by observation. Psychology scale was used to collect data of students motivation. The hypothesis result of the influence of guided inquiry models with fishbone diagram toward upon students learning motivation was χ2= 32,00 with p < 0,05 (p = 0,010) and the influence guided inquiry models with fishbone diagram toward students learning achievement was χ2= 20,67 with p < 0,05 (p = 0,014). The model guided inquiry with fishbone diagram toward had significant effect upon students’ learning motivation and achievement.