Pengaruh Model Pembelajaran Problem Solving Berbasis Mind Mapping dan Metakognisi Terhadap Hasil Belajar Siswa Kelas XI

The Effect of Problem Solving Learning Model Based on Mind Mapping and Metacognition to Learning Outcomes of Student Class XI

ABSTRAK

Isfadian, L. E,. 2020. Pengaruh Model Pembelajaran Problem Solving Berbasis Mind Mapping dan Metakognisi Terhadap Hasil Belajar Siswa Kelas XI. Tesis, Program Studi Pendidikan Geografi, Program Pascasarjana Universitas Negeri Surabaya. Pembimbing: (I) Dr. Rindawati, M.Si., dan (II) Dr. Muzayanah, M.T.

Kata-kata Kunci: problem solving, mindmap, problem solving berbasis mindmap, metakognisi, hasil belajar.

Penelitian ini bertujuan untuk menganalisis perbedaan hasil belajar siswa berdasarkan model pembelajaran, menganalisis perbedaan hasil belajar antara siswa yang memilki profil metakognisi tinggi dan rendah, dan menganalisis pengaruh interaksi hasil belajar dengan profil metakognisi dan model problem solving berbasis mind map.

Metode penelitian yang digunakan adalah kuantitatif deskriptif. Desain penelitian menggunakan quasi eksperiment dengan faktorial 2x2. Teknik pengumpulan data dengan observasi, rubrik penilaian lembar kerja siswa, pretest, dan postest. Uji prasyarat memenuhi Ancova dengan hasil uji validitas instrument dinyatakan valid (r tabel < r hitung) dan uji reliabilitas dinyatakan reliabel (Cronbach Alpha = 0,726 > Sig = 0,60), sehingga instrumen penelitian dipercaya sebagai alat mengumpulkan data penelitian, serta memenuhi uji Ancova dua jalur. Analisa data mengunakan uji Ancova dua jalur. Hasil penelitian menunjukkan bahwa: (1) Model pembelajaran yang diterapkan tidak terlalu memiliki pengaruh perbedaan perlakuan yang signifikan terhadap hasil belajar siswa (Sig.0,537>0,05). Perbedaan model pembelajaran yang diterapkan ini, tidak memberikan pengaruh sebesar 1,2% terhadap nilai hasil belajar siswa, (2) Terdapat adanya perbedaan perlakuan terhadap hasil belajar siswa berdasarkan profil metakognisinya (Sig.0,000<0,05). Perbedaan profil metakognisi mempengaruhi sebesar 61,3% terhadap nilai hasil belajar siswa. (3) Tidak adanya pengaruh interaksi antara pengaruh pretest, model pembelajaran dan metakognisi terhadap hasil belajar siswa (Sig.0,985>0,05).

Nilai pretest tidak memberi gangguan terhadap nilai hasil belajar siswa (Sig. 0,390>0,05) sebesar 93,9%. Model pembelajaran tidak memberi pengaruh atau perbedaan hasil nilai postest, dikarenakan kedua model pembelajaran yang diterapkan di kedua kelas sama efektifnya untuk meningkatkan hasil belajar siswa, namun berdasarkan kurva interaksi menunjukkan bahwa model pembelajaran konvensional berbasis mindmap lebih berpengaruh banyak dalam meningkatkan hasil belajar siswa dan mempengaruhi perubahan perkembangan metakognisi siswa daripada model problem solving berbasis mindmap.

ABSTRACT

Isfadian, L. E,. 2020. The Effect of Problem Solving Learning Model Based on Mind Mapping and Metacognition to Learning Outcomes of Student Class XI. Thesis, Geography Education Study Program, Surabaya State University Postgraduate Program. Supervisor: (I) Dr. Rindawati, M.Si., and (II) Dr. Muzayanah, M.T.

Keywords: problem solving, mindmap, mindmap based problem solving, metacognition, learning outcomes.

The aims of this study is to analyze differences in learning outcomes student based on learning model, analyze learning outcomes between students who have high and low metacognition profiles, and analyze the interaction of learning outcomes with metacognition profiles and problem solving models based on mindmaps in Muhammadiyah 2 Surabaya Senior High School.

The research method used descriptive quantitative. The study design used quasi-experiment and 2x2 factorial. The technique of collecting data are observation, assessment rubric, student worksheet, pretest, and postest. Prerequisite test to fulfill Ancova two way with the result of validity instrument is valid ( r table < r count) and the result of reliability test is realiable (cornbach Alpha = 0,726 > Sig = 0,60), so that the research instrument is trusted as tool to collect research data, and fulfilled to used analysis Ancova two way. Analysis data used Ancova two way test. The result showed that : (1) The learning model applied was not too really has different significantly treatment effect to student learning outcomes (Sig. 0,537>0,05). The different of this applied learning model, does not have effect of 1,2% to student learning outcomes. (2) There was different of treatment to student learning outcomes based on their metacognition profiles (Sig. 0,000<0,05). The different of metacognition profile has effect of 61,3% to student learning outcomes. (3) There is no effect interaction between the effect of pretest, models, and metacognition profile to student learning outcomes (Sig.0,985>0,05).

The pretest value does not give effect to study learning outcomes (Sig. 0,390>0,05) of 93,9%. There is no effect of postest value, because the learning model applied is equally efective to improving student learning outcomes, but based on graphic curves interaction, showed that conventional learning based on mindmap more gave effect to improving student learning outcomes and have impact to change the student metacognition skills, than problem solving learning model based on mindmap.