PENGARUH BLENDED PROBLEM BASED LEARNING  DAN  SELF REGULATED LEARNING TERHADAP KETERAMPILAN PEMECAHAN MASALAH, LITERASI SAINS PADA MATA PELAJARAN KIMA

KELAS XI SMA AL HIKMAH SURABAYA

THE EFFECT OF BLENDED PROBLEM BASED LEARNING AND SELF REGULATED LEARNING TO PROBLEM SOLVING SKILL, SCIENCE LITERACY IN CHEMISTRY CLASSROOM OF ELEVENTH GRADE OF AL HIKMAH SENIOR HIGH SCHOOL

Penelitian ini bertujuan untuk menguji: (1) perbedaan keterampilan pemecahan masalah peserta didik yang mengikuti Blended Problem Based Learning dengan blended Saintifik (pendekatan 5M),(2) perbedaan keterampilan pemecahan masalah peserta didik yang mempunyai Self Regulated Learning tinggi dan rendah, (3) interaksi antara Blended Problem Based Learning  dan  Self Regulated Learning terhadap keterampilan pemecahan masalah,(4) perbedaan literasi sains peserta didik yang mengikuti Blended Problem Based Learning dengan blended Saintifik (pendekatan 5M), (5) perbedaan literasi sains peserta didik yang mempunyai Self Regulated Learning tinggi dan rendah  dan (6) interaksi antara Blended Problem Based Learning dan Self Regulated Learning terhadap literasi sains. Jenis penelitian ini adalah kuasi eksperimen dengan menggunakan rancangan faktorial 2 x 2. Teknik sampling yang digunakan adalah cluster random sampling. Penelitian ini melibatkan sebanyak 100 peserta didik pada jenjang kelas XI MIPA dari SMA Al Hikmah Surabaya. Terdapat dua macam instrumen yang digunakan, yaitu tes dan non tes. Analisis data hasil penelitian dilakukan menggunakan statistik parametrik. Pengujian hipotesis dilakukan melalui teknik analisis MANOVA. Simpulan dari penelitian ini adalah,(1) terdapat perbedaan keterampilan pemecahan masalah antara peserta didik yang dibelajarkan dengan model blended problem based learning dengan model pembelajaran saintifik (pendekatan 5M), (2) terdapat perbedaan keterampilan pemecahan masalah pada peserta didik yang memiliki self regulated learning tinggi dan rendah, (3) terdapat interaksi antara Blended Problem Based Learning dan Self Regulated Learning terhadap keterampilan pemecahan masalah (4) terdapat perbedaan literasi sains pada peserta didik yang dibelajarkan dengan model blended problem based learning dan model pembelajaran saintifik (pendekatan 5M), (5) terdapat perbedaan keterampilan literasi sains pada peserta didik yang memiliki self regulated learning tinggi dan rendah, (6) terdapat interaksi antara Blended Problem Based Learning dan Self Regulated Learning terhadap literasi sains.

The purpose of this research are to examine : (1) the difference of student’s problem solving skills who are learned by blended problem based learning (B-PBL) with blended scientific learning (5M approach) in chemistry subject, (2) the difference of student’s problem solving skills who have high and low level of self regulated learning in chemistry subject, (3) interaction between blended problem based learning and self regulated learning related to problem solving skills,(4) the difference of student’s scientific literacy who are learned by blended problem based learning (B-PBL) with blended scientific learning (5M approach) in chemistry subject, (5) the difference of student’s scientific literacy who have high and low level of self regulated learning, (6) interaction between blended problem based learning and self regulated learning related to student’s scientific literacy. This is a quasi experiment research with factorial design 2 x 2. Sampling technique that used in this research was cluster random sampling. This research involved one hundred students in eleventh (XIth) grade of science class from Al Hikmah Senior High School Surabaya. This research consists of two kinds of instrument, test and non test. Hypothesis testing are tested by MANOVA analysis technique. Research conclusions are obtained as follows, there are (1) a difference of  student’s problem solving skills who are learned by blended problem based learning with blended scientific learning (5M approach) in chemistry subject, (2) a difference of  student’s problem solving skills who have high and low level of self regulated learning in chemistry subject, (3) an interaction between blended problem based learning and SRL to problem solving skills,(4) a difference of  student’s scientific literacy who are learned by blended problem based learning with blended scientific learning (5M approach) in chemistry subject, (4) ) there is a difference of  student’s scientific literacy who have high and low level of self regulated learning in chemistry subject, (6) interaction between blended problem based learning and SRL to science literacy