Implementasi Model Pembelajaran Experiential Learning Terintegrasi Peer Instruction untuk Meningkatkan Keterampilan Proses Sains Siswa

Implementation of Experiential Learning Model Integrated with Peer Instruction to Improve Students' Science Process Skills

Keterampilan proses sains merupakan keterampilan yang melibatkan kombinasi antara keterampilan proses sains umum, pengetahuan konten sains, kreativitas, dan pemikiran kritis untuk menyelidiki alam. Keterampilan proses sains memiliki peran dalam melakukan inquiri ilmiah dan akibatnya, mengembangkan keterampilan ini sering dianggap sebagai tujuan pembelajaran dalam pendidikan sains dasar. Penelitian ini bertujuan mendeskripsikan keterlaksanaan proses pembelajaran, peningkatan keterampilan proses sains siswa, dan respons siswa terhadap model pembelajaran Experiential Learning terintegrasi Peer instruction. One-Group Pretest-Posttest Design digunakan dalam penelitian dengan partisipan yang diterlibat sebanyak 30 siswa kelas VIII di salah satu SMP di kota Surabaya. Teknik pengumpulan yang digunakan, yaitu tes tulis, observasi dan survei respons siswa.  Data yang sudah terkumpul kemudian dianalisis menggunakan Kappa Cohens, Stallings Observation Snapshot, Normalized Change (), visualisasi Scatterplot, dan persentase angket respons. Hasil dari penelitian ini diperoleh bahwa keterlaksanaan proses pembelajaran terlaksana dengan kategori baik dan memperoleh kesepakatan perffect aggrement. Aktivitas siswa yang teramati berjalan dengan baik dan siswa aktif. Aktivitas yang sering teramati adalah mengerjakan latihan, melakukan percobaan, dan berdiskusi. Peningkatan KPS dari seluruh indikator memperoleh rata-rata 0,9 dengan kriteria tinggi. Penyebaran plot skor pretest terhadap  pada salah satu siswa yang bisa mencapai 4c, saat skor pretest rendah, hal ini menggambarkan bahwa model experiential learning terintegrasi peer instruction diintervensi dapat dan berpotensi memberikan dampak positif terhadap keterampilan proses sains siswa.  Respons siswa menunjukkan bahwa model experiential learning terintegrasi peer instruction dapat memberikan kepuasan belajar siswa sehingga bisa berdampak positif terhadap keterampilan proses sains siswa. Berdasarkan analisis data dan pembahasan hasil penelitian dapat disimpulkan bahwa implementasi model pembelajaran Experiential Learning terintegrasi Peer instruction dapat meningkatkan terhadap keterampilan proses sains siswa.

Science process skills are skills that involve a combination of general science process skills, science content knowledge, creativity and critical thinking to investigate nature. Science process skills have a role in conducting scientific inquiry and consequently, developing these skills is often considered a learning objective in basic science education. This study aims to describe the implementation of the learning process, the improvement of students' science process skills, and students' responses to the Experiential Learning integrated Peer instruction model. One-Group Pretest-Posttest Design was used in the study with 30 participants in class VIII in one of the junior high schools in Surabaya city. The collection techniques used were written test, observation and student response survey.  The collected data were then analyzed using Kappa Cohens, Stallings Observation Snapshot, Normalized Change (), Scatterplot visualization, and percentage of response questionnaire. The results of this study obtained that the implementation of the learning process was carried out with a good category and obtained perffect aggrement agreement. Observed student activities went well and students were active. Activities that were often observed were doing exercises, conducting experiments, and discussing. The increase in KPS from all indicators obtained an average of 0.9 with high criteria. The plot distribution of pretest scores against on one student who could reach 4c, when the pretest score was low, this illustrates that the experiential learning model integrated with peer instruction intervention can and has the potential to have a positive impact on students' science process skills.  Students' responses show that the experiential learning model integrated with peer instruction can provide student learning satisfaction so that it can have a positive impact on students' science process skills. Based on data analysis and discussion of research results, it can be concluded that the implementation of Experiential Learning model integrated with Peer instruction can improve students' science process skills.