Pengaruh Strategi Belajar PQ4R (Preview, Question, Read, Reflect, Recite and Review) terhadap Kemampuan Berpikir Analitis dan Hasil Belajar Kognitif  Kelas V Sekolah Dasar

Influence of the Learning Strategy PQ4R (Preview, Question, Read, Reflect, Recite, and Review) toward Analytic Thinking Skill and Cognitive Learning Outcomes of Fifth Grade Elementary School

ABSTRAK

Khasanah, Nurul Rosyidati. 2020. Pengaruh Strategi Belajar PQ4R (Preview, Question, Read, Reflect, Recite, and Review) terhadap Kemampuan Berpikir Analitis dan Hasil Belajar Kognitif Kelas V Sekolah Dasar. Tesis, Program Studi Pendidikan Dasar, Pascasarjana, Universitas Negeri Surabaya. Pembimbing (I) Prof. Dr. Rusijono, M.Pd., (II) Dr. Waspodo Tjipto Subroto, M.Pd.

Kata Kunci : Strategi Belajar PQ4R (Preview, Question, Read, Reflect, Recite, and Review), Kemampuan Berpikir Analitis, dan Hasil Belajar Kognitif.

Penelitian ini bertujuan untuk mendiskripsikan pengaruh strategi belajar PQ4R terhadap kemampuan berpikir analitis dan mendiskripsikan pengaruh strategi belajar PQ4R terhadap hasil belajar kognitif siswa kelas V Sekolah Dasar. Penelitian ini penting dilakukan karena siswa SD memerlukan pelatihan sejak dini untuk belajar berpikir analitis yang bisa dimanfaatkan untuk membantu mereka dalam memecahkan masalah serta membantu dalam meningkatkan hasil belajar kognitif melalui penerapan strategi belajar PQ4R. Strategi belajar PQ4R dapat diterapkan untuk semua pembelajaran yang sifatnya konsep, hafalan, dan pemecahan masalah, dalam penelitian ini tema pembelajaran yang digunakan adalah manusia dan lingkungan.

Jenis penelitian ini merupakan penelitian Quasi Experimental Design dengan non-equivalent control group design. Responden penelitian ini kelas V dengan kelompok eksperimen berjumlah 29 orang dan kelompok kontrol berjumlah 29 orang. Instrumen menggunakan tes kemampuan berpikir analitis dan tes hasil belajar kognitif. Data yang diperoleh dianalisis menggunakan uji-t dengan rumus Independent Sample T-Test.

Setelah diberikan perlakukan hasil penelitian menunjukkan bahwa (a) Ada pengaruh penerapan strategi belajar PQ4R (Preview, Question, Read, Reflect, Recite and Review) terhadap kemampuan berpikir analitis yang dilihat dari hasil uji-t menunjukkan bahwa nilai t_hitung adalah 4,217 dan t_tabel pada (df.56) signifikansi 0,05 adalah 0,000, sehingga disimpulkan H_a diterima dan H₀ ditolak karena t_hitung > t_tabel dengan hasil Sig. 2-tailed sebesar 0,000 < 0,05. (b) Ada pengaruh penerapan strategi belajar PQ4R (Preview, Question, Read, Reflect, Recite and Review) terhadap hasil belajar kognitif siswa yang dilihat dari hasil analisis uji-t t_hitung 2,820 dan t_tabel pada (df.56) signifikansi 0,05 sebesar 1,671, sehingga disimpulkan H_a diterima dan H₀ ditolak karena t_hitung > t_tabel dengan hasil Sig. 2-tailed sebesar 0,007 < 0,05.

ABSTRACT

Khasanah, Nurul Rosyidati. 2020. Influence of the Learning Strategy PQ4R (Preview, Question, Read, Reflect, Recite, and Review) toward Analytic Thinking Skill and Cognitive Learning Outcomes of Fifth Grade Elementary School. Thesis, Basic Education, Post-Graduate. Surabaya State of University. Guider (1) Prof. Dr. Rusijono, M.Pd., (2) Dr. Waspodo Tjipto Subroto, M.Pd.

Keyword : Learning Strategy PQ4R (Preview, Question, Read, Reflect, Recite, and Review), Analytic Thinking Skill, and Cognitive Learning Outcomes

This research aims to describe the effect of PQ4R learning strategies toward analytical thinking skills and to describe the effect of PQ4R learning strategies toward cognitive learning outcomes of fifth grade elementary school students. This research is important because elementary students need early training to learn to think analytically which can be used to help them solve problems and help improve cognitive learning outcomes through the application of the PQ4R learning strategy. The PQ4R learning strategy can be applied to the all conceptual lessons, memorizing, and problem solving. The theme used in this research was the humanity and environmental.

This type of research is a Quasi Experimental Design with non-equivalent Control Group Design. Respondents of this study were class V with the experimental group number of 29 people and the control group number of 29 people. The instrument uses a test of analytical thinking skills and tests of cognitive learning outcomes. The data obtained were analyzed using the t-test with the Independent Sample T-Test formula.

After being given treatment, the research results show that (a) There is an effect of implementing the PQ4R learning strategy (Preview, Question, Read, Reflect, Recite and Review) on the ability to think analytically as seen from the results of the t-test shows that the t-count is 4.217 and the t-table is ( df.56) The significance of 0.05 is 0.000, so it is concluded that Ha is accepted and Ho is rejected because t-count> t-table with the result of Sig. 2-tailed of 0.000 <0.05. (b) There is an effect of the application of the PQ4R learning strategy (Preview, Question, Read, Reflect, Recite and Review) on students' cognitive learning outcomes as seen from the results of t-test analysis t-count 2.820 and t-table at (df.56) a significance of 0.05 of 1.671, so it is concluded that Ha is accepted and Ho is rejected because t-count> t-table with the result of Sig. 2-tailed of 0.007 <0.05.