Abstract Thesis in Teacher Training and

Education Faculty

Pembimbing: Dr. Nonoh Siti Aminah, M.Pd

Tujuan

Pengeditan abstract ini disusun sebagai salah satu tugas individu guna mengembangkan kemampuan dibidang akademis mata kuliah Bahasa Inggris Fisika II

Disusun Oleh FKIP – PMIPA Fisika 2013; Kelas A Semester III:

Azhar UmamK2313012

Fakultas Keguruan dan Ilmu Pendidikan

Universitas Sebelas Maret

Surakarta

2014

ABSTRAK

Ferentika Eko Prastiwi. ANALISIS KECERDASAN BERAGAM (MULTIPLE INTELLIGENCES) DAN DOMAIN KOGNITIF SISWA SMP KELAS VII PADA PEMBELAJARAN FISIKA POKOK BAHASAN GERAK LURUS MENGGUNAKAN PEMBELAJARAN KOOPERATIF. Skripsi, Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta. April 2013.

Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh pembelajaran fisika menggunakan pembelajaran kooperatif model Group Investigation (GI) dan Learning Together (LT) terhadap: (1) domain kognitif siswa dan (2) kecerdasan beragam (Multiple Intelligences) siswa.

Penelitian ini menggunakan metode eksperimen dengan desain eksperimen perbandingan kelompok statik yang terdiri dari satu variabel bebas dan Sembilan variabel terikat. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Negeri 3 Kartasura Tahun Ajaran 2008/2009 yang terdiri dari 8 kelas. Teknik pengambilan sampel yang digunakan adalah cluster random sampling. Sampel yang digunakan dalam penelitian ini sebanyak 2 kelas yaitu kelas VII B sebagai kelas eksperimen 1 dan kelas VII E sebagai kelas eksperimen 2. Teknik pengumpulan data dilakukan dengan teknik dokumentasi, angket dan tes. Teknik analisis data yang digunakan dalam penelitian ini adalah Multivariate Analysis Of Variance (MANOVA).

Hasil penelitian menunjukkan bahwa: (1) ada perbedaan rerata domain kognitif siswa yang signifikan pada pembelajaran fisika menggunakan pembelajaran kooperatif model Group Investigation (GI) dengan model Learning Together (LT), rerata domain kognitif siswa pada pembelajaran fisika menggunakan model Group Investigation (GI) lebih baik dari pada model Learning Together (LT); (2) ada perbedaan rerata kecerdasan interpersonal siswa yang signifikan pada pembelajaran fisika menggunakan pembelajaran kooperatif model Group Investigation (GI) dengan model Learning Together (LT). Rerata kecerdasan interpersonal siswa pada pembelajaran fisika menggunakan model Group Investigation (GI) lebih baik dari pada model Learning Together (LT). Tidak ada perbedaan rerata kecerdasan linguistik, kecerdasan logika matematika, kecerdasan kinestetik, kecerdasan musik, kecerdasan visual spasial, kecerdasan intrapersonal dan kecerdasan naturalis siswa yang signifikan pada pembelajaran fisika menggunakan pembelajaran kooperatif model Group Investigation (GI) dengan model Learning Together (LT).

Berdasarkan hasil penelitian dapat disimpulkan bahwa: (1) ada pengaruh pembelajaran fisika menggunakan pembelajaran kooperatif model Group Investigation (GI) dengan model Learning Together (LT) terhadap domain kognitif siswa, (2) ada pengaruh pembelajaran fisika menggunakan pembelajaran kooperatif model Group Investigation (GI) dengan model Learning Together (LT) terhadap kecerdasan interpersonal siswa dan tidak ada pengaruh pembelajaran fisika menggunakan pembelajaran kooperatif model Group Investigation (GI) dengan model Learning Together (LT) terhadap kecerdasan linguistik, kecerdasan logika matematika, kecerdasan kinestetik, kecerdasan musik, kecerdasan visual spasial, kecerdasan intrapersonal dan kecerdasan naturalis siswa.

Kata kunci: pembelajaran kooperatif, kecerdasan beragam, domain kognitif, Group Investigation, Learning Together, gerak lurus

ABSTRACT

Ferentika Eko Prastiwi. ANALYSIS OF STUDENTS’ MULTIPLE INTELLIGENCES AND STUDENTS’ COGNITIVE DOMAIN IN JUNIOR HIGH SCHOOL CLASS VII AT THE PHYSICS LEARNING FOR SUBJECT MATTER OF LINIER MOTION USING COOPERATIVE LEARNING. Thesis, Surakarta: Teacher Training and Education Faculty, Sebelas Maret University, April 2013.

This research purposed was to find out existence or inexistence the effect of the physics learning using cooperative learning by Group Investigation (GI) model and Learning Together (LT) model to: (1) student's cognitive domain and (2) student’s Multiple Intelligences.

This research used experimental method with the statistic group comparison, which was consist of one independent variable and nine dependent variables. The population in this research were all students of class VII SMP Negeri 3 Kartasura Academic Year 2008/2009 which was consist of 8 classes. The sampling technique used cluster random sampling. The sample of this research was two classes, they were VII B as experimental class 1 and VII E as experimental class 2. Techniques of collecting data used documentation, questionnaire and test techniques. Technique of analyzing data in this research used Multivariate Analysis Of Variance (MANOVA).

The results of the research can be showed that: (1) there is difference in mean of student’s cognitive domain which was significant at the physics learning using cooperative learning by Group Investigation (GI) model and Learning Together (LT) model. Mean of student’s cognitive domain at the physics learning using Group Investigation (GI) model is better than Learning Together (LT) model. (2) There is difference in mean of student’s interpersonal intelligence which was significant at the physics learning using cooperative learning by Group Investigation (GI) model and Learning Together (LT) model. Mean of student’s interpersonal intelligence at the physics learning using Group Investigation (GI) model is better than Learning Together (LT) model. There is not difference in mean of student’s linguistic intelligence, logical-mathematical intelligence, kinesthetic intelligence, musical intelligence, visual-spatial intelligence, intrapersonal intelligence and naturalist intelligence which was significant at the physics learning using cooperative learning by Group Investigation (GI) model and Learning Together (LT) model.

Based on the result of research, it can be concluded that: (1) there is effect of the physics learning using cooperative learning by Group Investigaon (GI) model and learning together (LT) model to student's cognitive domain. (2) There is effect of the physics learning using cooperative learning by Group Investigaton (GI) model and learning together (LT) model to students' interpersonal intelligence. There was not effect of learning physics using cooperative learning on the linguistic intelligence, logical-mathematical intelligence, kinesthetic intelligence, musical intelligence, visual-spatial intelligence, intrapersonal intelligence and naturalist intelligence students.

Keywords: cooperative learning, multiple intelligences, cognitive domain, group investigation, learning together, linier motion.

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ABSTRACT

Ferentika Eko Prastiwi. ANALYSIS OF STUDENTS’ MULTIPLE INTELLIGENCES AND STUDENTS’ COGNITIVE DOMAIN IN JUNIOR HIGH SCHOOL CLASS VII IN THE PHYSICS LEARNING FOR SUBJECT MATTER OF LINIER MOTION USING COOPERATIVE LEARNING. Thesis, Surakarta: Teacher Training and Education Faculty, Sebelas Maret University, April 2013.

The purpose of this research was to find out existence or nonexistence the effect of the physics learning using cooperative learning by Group Investigation (GI) model and Learning Together (LT) model for student's cognitive domain and student’s Multiple Intelligences.

This research used experimental method with the statistic group comparison that was consisted of one independent variable and nine dependent variables. The population in this research was students of class VII SMP Negeri 3 Kartasura Academic Year 2008/2009 which was consisted of 8 classes. The sampling technique used cluster random sampling. The sample of this research was two classes, they were VII B as experimental class 1 and VII E as experimental class 2. Techniques of collecting data used documentation, questionnaire and test techniques. Technique of analyzing data used Multivariate Analysis Of Variance (MANOVA).

The results of the research showed that: (1) there was significant difference in mean of student’s cognitive domain in the physics learning using cooperative learning that indicated Group Investigation (GI) model was better than Learning Together (LT) model. (2) There was significant difference in mean of student’s interpersonal intelligence in the physics learning using cooperative learning that indicated Group Investigation (GI) model was better than Learning Together (LT) model. There was not significant difference in mean of other kind student’s intelligence using cooperative learning by Group Investigation (GI) model and Learning Together (LT) model.

Based on the result of research, it can be concluded that cooperative learning by Group Investigation (GI) model and learning together (LT) model cause effect of student's cognitive domain and interpersonal intelligence.

Keywords: cooperative learning, multiple intelligences, cognitive domain, group investigation, learning together, linier motion.

ABSTRAK

Ayu Karina Sulistyorini. ANALISIS PENCAPAIAN KOMPETENSI KOGNITIF TINGKATAN APLIKASI (C3) DAN ANALISIS (C4) DALAM PEMBELAJARAN FISIKA PADA SISWA KELAS XI SMA PROGRAM RSBI. Skripsi, Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sebelas Maret Surakarta. Oktober 2012.

Penelitian ini bertujuan untuk: (1) Mendapatkan informasi tentang bagaimana hasil analisis pencapaian kompetensi kognitif tingkatan aplikasi (C3) dan analisis (C4) dalam pembelajaran Fisika pada siswa kelas XI Semester 2 SMA Negeri 3 Surakarta program RSBI Tahun Ajaran 2011/2012; (2) Mendapatkan informasi tentang kesulitan yang dialami siswa beserta faktor penyebabnya dalam pencapaian kompetensi kognitif tingkatan aplikasi (C3) dan analisis (C4) dalam pembelajaran Fisika pada siswa kelas XI Semester 2 SMA Negeri 3 Surakarta program RSBI Tahun Ajaran 2011/2012.

Penelitian ini termasuk jenis penelitian deskriptif kualitatif. Penelitian dilaksanakan di SMA Negeri 3 Surakarta. Subjek penelitian yang dipilih adalah siswa kelas XI IPA 5 dan XI IPA 7. Teknik sampling yang digunakan yaitu menggunakan purposive sampling dan snowball sampling. Teknik pengumpulan data yang digunakan adalah teknik tes, teknik wawancara, dan teknik dokumentasi. Teknik analisis data yang digunakan dalam penelitian ini menggunakan teknik analisis data model Miles dan Hubermen, sehingga aktivitas dalam analisis data ini meliputi reduksi data, penyajian data, dan kesimpulan.

Berdasarkan hasil analisis data dan pembahasan, dalam penelitian ini dapat disimpulkan bahwa: (1) Hasil analisis pencapaian kompetensi kognitif tingkatan aplikasi (C3) dan analisis (C4) dalam pembelajaran Fisika pada siswa kelas XI Semester 2 SMA Negeri 3 Surakarta program RSBI Tahun Ajaran 2011/2012, yaitu sebagai berikut: (a) Tingkat pencapaian kompetensi kognitif pada tingkatan aplikasi (C3) baru mencapai 70,92 % atau baru mencapai kategori cukup baik; (b) Tingkat pencapaian kompetensi kognitif pada tingkatan analisis (C4) baru mencapai 69,45 % atau baru mencapai kategori buruk. (2) Kesulitankesulitan yang dialami siswa dalam pencapaian kompetensi kognitif tingkatan aplikasi (C3) dan analisis (C4) dalam pembelajaran Fisika beserta faktor penyebab kesulitan tersebut, ditunjukkan dari kesalahan yang dilakukan oleh siswa yang dilakukan oleh siswa dalam menjawab soal, yaitu sebagai berikut: (a) Pada tingkatan kognitif aplikasi (C3) disebabkan karena dua faktor, yaitu: (i) Siswa belum mampu mengidentifikasi informasi yang relevan, ditunjukkan dari adanya kesalahan penafsiran yang dilakukan oleh siswa dalam mengerjakan tes; (ii) Siswa belum menguasai aturan-aturan untuk mendapatkan suatu solusi, ditunjukkan dari adanya kesalahan konsep dan strategi yang dilakukan oleh siswa dalam mengerjakan tes. (b) Pada tingkatan kognitif analisis (C4) disebabkan karena dua faktor, yaitu: (i) Siswa belum mampu memisahkan ide menjadi bagian-bagian atau unsur-unsur, ditunjukkan dari adanya kesalahan strategi yang dilakukan oleh siswa dalam mengerjakan tes; (ii) Siswa belum memahami tentang hubungan bagian-bagian secara menyeluruh, ditunjukkan dari adanya kesalahan konsep, dan kesalahan tanda yang dilakukan oleh siswa dalam mengerjakan tes.

Kata Kunci: kompetensi kognitif, tingkatan aplikasi (C3), tingkatan analisis (C4), SMA RSBI

ABSTRACT

Ayu Karina Sulistyorini. ANALYSIS COGNITIVE COMPETENCE ACHIEVEMENT OF THE APPLICATION LEVEL (C3) AND ANALYSIS LEVEL (C4) IN LEARNING PHYSICS AT XI GRADE OF THE SENIOR HIGH SCHOOL OF RSBI PROGRAM. Thesis, Teacher Training and Education Faculty Sebelas Maret University, Oktober 2012.

The objectives of this study are: (1) Obtaining the information about the results of the analysis cognitive competence achievement of the application level (C3) and analysis level (C4) in learning Physics at XI grade of second semester in RSBI program of SMA Negeri 3 Surakarta in the 2011/2012 Academic Year, (2) Obtaining the information of the difficulties experienced by students and their contributing factors in achieving cognitive competencies of the application level (C3) and analysis level (C4) in learning Physics at XI grade of second semester in RSBI program of SMA Negeri 3 Surakarta in the 2011/2012 Academic Year.

This study used a qualitative descriptive research. This study was conducted at SMA Negeri 3 Surakarta and the subjects were students of class XI IPA 5 and XI IPA 7. The sampling technique used were purposive sampling and snowball sampling. This study used testing, interview, and documentation for collecting the data. Because of the data analysis technique used in this study was Miles and Hubermen model, so that the activity in the data analysis included data reduction, data presentation, and conclusion.

Based on the data analysis and discussion, in this study can be concluded that: (1) The results of the analysis of cognitive competence achievement of the application level (C3) and analysis level (C4) in learning Physics at XI grade of second semester in RSBI program of SMA Negeri 3 Surakarta in the 2011/2012 Academic Year, as follows: (a) Level of cognitive competence in application level (C3) has reached 70,92% or in satisfactory category; (b) Level of cognitive competence in application level (C4) has reached 69,45%, or in poor category. (2) The students' difficulties in achieving cognitive competence of application level (C3) and analysis level (C4) in learning physics and its causes learning difficulties, was shown from the mistakes made by students in answering questions, as follows: (a) At the cognitive level of application (C3) caused by two factors, namely: (i) Students have not been able to identify the relevant information, shown from the interpretation error made by the students in doing the test; (ii) Students have not mastered the rules to get a solution, shown from the misconception and the strategic error made by the students in doing the test. (b) At the cognitive level of analysis (C4) caused by two factors, namely: (i) Students have not been able to separate the idea into parts or elements, shown from the strategic error made by students in doing the test; (ii) Students have not understood the relationship of all parts thoroughly, shown from the misconception, and the sign error made by the students in doing the test. The implication of this research is that teachers can find or develop innovations in teaching Physics that students' cognitive competence can be improved. In addition, teachers can find a solution to overcome the difficulties of students in learning, such as by conducting remedial teaching.

Keywords: cognitive competence, application’s level (C3), analysis’s level (C4), SMA RSBI

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ABSTRACT

Ayu Karina Sulistyorini. ANALYSIS COGNITIVE COMPETENCE ACHIEVEMENT OF THE APPLICATION LEVEL (C3) AND ANALYSIS LEVEL (C4) IN LEARNING PHYSICS AT XI GRADE OF THE SENIOR HIGH SCHOOL OF RSBI PROGRAM. Thesis, Teacher Training and Education Faculty Sebelas Maret University, Oktober 2012.

The objectives of this study ware to obtain the information about the results of the analysis cognitive competence achievement and student’s difficulties and their contributor factors in achieved cognitive competence of the application level (C3) and analysis level (C4) in learning Physics at XI grade of second semester in RSBI program of SMA Negeri 3 Surakarta in the 2011/2012 Academic Years.

This study used a qualitative descriptive research. This study was conducted at SMA Negeri 3 Surakarta and the subjects were students of class XI IPA 5 and XI IPA 7. The sampling technique used purposive and snowball sampling. This study used testing, interview, and documentation for collecting the data, because the data analysis technique used Miles and Hubermen model, so the activity in the data analysis included data reduction, data presentation, and conclusion.

The results of the research showed that: (1) The results of the analysis of cognitive competence achievement on level (C3) reached 70,92% or in satisfactory category and on level (C4) reached 69,45%, or in poor category. (2) The student’s difficulties in achieved cognitive competence of application level (C3) and analysis level (C4) in learning physics and their contributor factors ware shown from student’s mistakes in answering questions, as follows: (a) At the cognitive level of application (C3) was caused by students did not able to identify the relevant information and students did not master the rules to get a solution (b) At the cognitive level of analysis (C4) was caused students did not able to separate the idea into parts or elements and students did not understand the relationship of all parts thoroughly.

The implication of this research is that teachers can find or develop innovations in teaching physics if student’s cognitive competence can be improved. In addition, teachers can find a solution to overcome student’s difficulties in learning, such as with conducting remedial teaching.

Keywords: cognitive competence, application’s level (C3), analysis’s level (C4), SMA RSBI