IMPLEMENTASI MODEL CASE BASED LEARNING UNTUK MENYELIDIKI KEMAMPUAN PROSES PEMECAHAN MASALAH SISWA PADA PEMBELAJARAN IPA SMP

IMPLEMENTATION OF CASE BASED LEARNING MODEL TO INVESTIGATE JUNIOR HIGH SCHOOL STUDENT’S PROBLEM SOLVING PROCESS ABILITIES IN SCIENCE LEARNING

Penelitian ini bertujuan untuk mendeskripsikan kemampuan proses pemecahan masalah siswa melalui penerapan model case based learning (CBL) pada materi pencemaran lingkungan. Penelitian ini menggunakan rancangan one grup pretest-posttest design dengan melibatkan 34 siswa kelas VII di salah satu SMPN Sidoarjo. Pengumpulan data dilakukan dengan observasi, tes tertulis, dan angket respons. Data yang diperoleh kemudian dianalisis menggunakan analisis deskriptif, normalized gain, visualisasi scatterplot, learning progress, persentase keterlaksanaan dan aktivitas pembelajaran, serta persentase hasil respons siswa. Hasil penelitian menunjukkan bahwa kemampuan proses pemecahan masalah siswa meningkat dengan kriteria sedang, namun hasil analisis Cronbach’s alpha (α) dan McDonald’s (ω) tergolong rendah. Keterlaksanaan dan aktivitas pembelajaran menggunakan model CBL terlaksana pada semua tahapan dan diperoleh hasil observasi instruksi aktif yang lebih besar. Respons siswa terhadap pembelajaran menggunakan model CBL mendapat persentase rata-rata persetujuan siswa sangat setuju pada setiap indikator. Berdasarkan pemaparan tersebut meskipun terdapat limitasi, disimpulkan bahwa penerapan model CBL dapat melatihkan kemampuan proses pemecahan masalah siswa, khususnya pada materi pencemaran lingkungan.

Kata Kunci: case based learning (CBL), kemampuan proses pemecahan masalah, pembelajaran IPA.

This research aimed to describe the ability of the student’s problem solving process through the application of case based learning (CBL) models to environmental pollution materials. This study used the design of one pretest-posttest design group by involving 34 class VII students at one of public Junior High School in Sidoarjo. Data collection is performed by observation, written test, and response sequence. The data obtained were then analyzed using descriptive analysis, normalized gain, scatterplot visualization, learning progress, percentage learning and learning activity, and percentage of student response results. Research results show that students’ problem-solving process capabilities improve by moderate criteria, but Cronbach’s alpha (α) dan McDonald's (ω) analysis result are low. The learning implementation of CBL model was carried out in all phases and the results of greater active instruction observation were obtained. The student’s response to learning using the CBL model received an average percentage of student consent in agreement with each indicator. Based on this exposure despite limitations, it was concluded that the implementation of the CBL model could train the ability of the student problem solving process, especially in environmental pollution materials.

Keywords: case based learning (CBL), problem solving process skills, science learning.