Peningkatan Keterampilan Proses Sains dan Hasil Belajar Kognitif Melalui Pembelajaran Kontekstual Berbasis Praktikum di Sekolah Menengah Pertama
DOI:
https://doi.org/10.36312/jar.v3i1.2009Keywords:
Pembelajaran Kontekstual, Praktikum, Keterampilan Proses Sains, Hasil Belajar KognitifAbstract
Penelitian ini bertujuan untuk meningkatkan keterampilan proses sains dan hasil belajar kognitif di kalangan siswa kelas VII SMPN 1 Alas melalui penerapan pembelajaran kontekstual berbasis praktikum. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilakukan dalam dua siklus, masing-masing terdiri dari tahap perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian adalah 36 siswa, dengan data dikumpulkan melalui lembar observasi dan tes kognitif. Pada Siklus I, nilai tertinggi yang dicapai adalah 90, nilai terendah 68, dengan nilai rata-rata 82. Jumlah siswa yang mencapai kriteria ketuntasan belajar adalah 27 (75% ketuntasan klasikal), yang dikategorikan sebagai tidak tuntas. Pada Siklus II, nilai tertinggi meningkat menjadi 95, nilai terendah menjadi 80, dengan nilai rata-rata 89. Jumlah siswa yang mencapai kriteria meningkat menjadi 33 (91,6% ketuntasan klasikal), yang dikategorikan sebagai tuntas. Selain itu, skor keterampilan proses sains meningkat dari 68% (Siklus I) menjadi 87% (Siklus II). Hasil ini menunjukkan bahwa pembelajaran kontekstual berbasis praktikum secara signifikan meningkatkan keterampilan proses sains dan hasil belajar kognitif siswa. Penelitian ini menyimpulkan bahwa mengintegrasikan pendekatan praktikum dalam pembelajaran kontekstual secara efektif meningkatkan hasil belajar kognitif dan kinerja siswa.
Improving Science Process Skills and Cognitive Learning Outcomes Through Contextual Learning Based on Practical Activities in Junior High School
Abstract
This study aims to enhance science process skills and cognitive learning outcomes among seventh-grade students at SMPN 1 Alas through the implementation of contextual learning based on practical activities. The research employs a Classroom Action Research (CAR) methodology, conducted over two cycles, each consisting of planning, action, observation, and reflection stages. The study involves 36 students, with data collected through observation sheets and cognitive tests. In Cycle I, the highest score achieved was 90, the lowest was 68, with an average score of 82. The number of students who met the learning criteria was 27 (75% classical completeness), which was categorized as incomplete. In Cycle II, the highest score increased to 95, the lowest to 80, with an average score of 89. The number of students meeting the criteria increased to 33 (91.6% classical completeness), categorized as complete. Additionally, the science process skills scores improved from 68% (Cycle I) to 87% (Cycle II). These results indicate that contextual learning based on practical activities significantly improves both science process skills and cognitive learning outcomes. The study concludes that integrating practical, contextual approaches in science education effectively enhances students' understanding and performance.
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