Hubungan Argumentasi Ilmiah dan Hasil Belajar Kognitif Siswa Melalui Penerapan Model Problem Based Learning (PBL)

Abstract

Penelitian ini dilakukan bertujuan untuk mendeskripsikan danmengetahui hubungan kemampuan argumentasi ilmiah dan hasil belajar siswa kelas XI pada materi jaringan tumbuhan melalui penerapan model Problem Based Learning (PBL). Penelitian dilakukan di SMA Laboratorium Satya Wacana Salatiga dengan subyek penelitian siswa kelas XI MIPA 3 sebanyak 20 orang. Data yang diperoleh dianalisis melalui uji korelasi Spearman rho dengan bantuan program SPSS. Hasil penelitian menunjukkan kemampuan argumentasi ilmiah siswa kelas XI termasuk dalam kategori sangat baik (24%), baik (19%), cukup (48%) dan kurang (10%) dengan pencapaian nilai masing-masing indikator secara berurutan dari tinggi ke rendah adalah rebuttal, claim, data dan warrant. Sedangkan rata-rata pencapaian hasil belajar kognitif siswa pada masing-masing indikator adalah: 1) mengingat (C1) sebesar 90,48; memahami (C2) sebesar 98,41; mengaplikasikan (C3) sebesar 88,10; menganalisis (C4) sebesar 94,05; mengevaluasi (C5) 71,43; dan mencipta(C6) sebesar 60,32 dengan nilai rata-rata keseluruhan sebesar 84,91. Lalu terdapat hubungan yang signifikan antara kemampuan argumentasi ilmiah dan hasil belajar kognitif (nilai signifikansi 0,00<0,05) dengan koofisien korelasi (r) sebesar 0, 786 menunjukkan adanya arah hubungan yang positif dan kuat.

This research is conducted to describe and knowing the correlation between scientific argumentation skills and students’ learning outcomes of eleventh grade students on plant tissue topic through applying Problem Based Learning model (PBL). This research is a descriptive quantitative research using correlational method. This research was conducted in SMA Laboratorium Satya Wacana, Salatiga, Central Java with 20 students of XI MIPA 3 as the research subject. The research result reveals that the eleventh grade students’ scientific argumentation skills is categorized as very good (24%), good (19%), fair (48%), and less good (10%) with the score achievement of each indicator in order from the highest to the lowest is rebuttal, claim, data, and warrant. While the achievement average of students cognitive learning outcomes in each indicator is: remembering (C1) is 90.48; understanding (C2) is 98.41; applying (C3) is 88.10; analyzing (C4) is 94.05; evaluating (C5) is 71.43; and creating (C6) is 60.32 with the total average 84.91. Then, there is a significant correlation between the scientific argumentation skills and cognitive learning outcomes (significance rate 0.00 < 0.05) with the correlation coefficient (r) 0.786 which shows the positive and strong correlation.