PENERAPAN PROBLEM BASED INSTRUCTION (PBI) PADA MATERI BAHAN TAMBAHAN PANGAN UNTUK MELATIH KETERAMPILAN BERPIKIR BERDASARKAN SOLO TAKSONOMI SISWA KELAS VIII SMP

Abstract

Abstrak

Penelitian ini bertujuan mendeskripsikan keterlaksanaan model pembelajaran Problem Based Instruction (PBI), penguasaan konsep siswa serta keterampilan berpikir siswa setelah mengikuti proses belajar mengajar dengan PBI. Jenis penelitian ini ialah pre eksperimental, dengan hanya menggunakan satu kelas sebagai sasaran penelitian yaitu siswa kelas VIIIA SMP Negeri 1 Pucanglaban-Tulungagung Tahun ajaran 2012-2013 sebanyak 35 siswa. Rancangan penelitian yang digunakan ialah desain  “Pretest and Postest Group”. Pelaksanaan penelitian dilakukan dalam dua kali pertemuan, siswa diberikan pretest di awal dan postest di akhir proses pembelajaran. Sedangkan, tes keterampilan berpikir diberikan pada awal sebelum proses pembelajaran, di akhir pertemuan pertama dan pertemuan kedua. Dari hasil penelitian dan analisis data, diketahui bahwa model pembelajaran Problem Based Instruction (PBI) pada materi bahan tambahan pangan terlaksana dengan cukup baik. Penguasaan konsep siswa dengan rerata individu 80,66 dan ketuntasan klasikal 74%. Adapun kemampuan afektif siswa mencapai 76,11% dan kemampuan psikomotor sebesar 88,15%.Keterampilan berpikir siswa berdasarkan solo taksonomi meliputi 5 level berpikir solo yaitu level berpikir prastruktural 5,33%, unistruktural 23,62%, multistruktural 41,90%, relasional 25,33% dan abstrak diperluas 3,81%. Dari hasil pretest dan posttest diperoleh N-gain sebesar 0,32 dengan kategori sedang. Ini menunjukkan bahwa penerapan problem Based Instruction (PBI) pada materi bahan tambahan pangan dapat melatih keterampilan berpikir berdasarkan solo taksonomi siswa sekaligus penguasaan konsep siswa dapat tercapai.

Kata kunci : Problem Based Instruction (PBI), keterampilan berpikir solo taksonomi, bahan tambahan pangan.

Abstract

This study aims to describe the realization of Problem Based Instruction (PBI) model, student mastery concept, as well as the thinking skills of students based on the solo taxonomy. This type of research is the pre experimental, using only one class as a research target of grade is the students class VIII-A SMPN 1 Pucanglaban-Tulungagung school year 2012-2013 as many as 35 children. The study design used is design “Pretest and posttest Group". Implementation of the research is conducted in two sessions, students are given the pretest at the beginning and the posttest at the end of learning process. Meanwhile, thinking skills tests given as early as before the learning process, at the end of the first meeting and the second meeting. From the results of research and data analysis, it is known that the realization of problem based Instruction (PBI) model on material food additives realized fairly well. Mastery concept of students with individual average 80,66 and classical absorption 74%. The affective abilities of students achieve 76.11% and psychomotor ability of 88.15%. The thinking skills of students based solo taxonomy includes solo 5 level thinking that the level of thinking pre structural 5,33%, 23,62%  unite structural, multi structural 41,90%, 25,33% relational and extended abstract 3,81%. From the result pretest and posttest be expected N-gain 0,32 with moderate category. This shows that the implementation of problem based instruction (PBI) in material food additives can be train the thinking skills the students and concept mastering was achieved.

Keywords: Problem Based Instruction (PBI), thinking skills the solo taxonomy, food additives.