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TESIS
Oleh :
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Surakarta,
Yang membuat pernyataan
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MOTTO
Ilmu adalah lebih baik dari pada kekayaan karena kekayaan harus dijaga
sedangkan ilmu menjaga kamu. Ali bin abi thalib
Barang siapa yang menapaki suatu jalan dalam rangka mencari ilmu maka Allah
akan memudahkan baginya jalan kesurga. HR. Ibnu Majah dan Abu Dawud
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PERSEMBAHAN
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ABSTRAK
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ABSTRACT
The aims of this research are to find out: 1) The characteristics of guided
discovery-based chemistry module to improve senior high school students' critical
thinking ability on thermochemistry; 2) The feasibility of guided discovery-based
chemistry module to improve senior high school students' critical thinking ability
on thermochemistry; 3) The effectiveness of guided discovery-based chemistry
module to improve senior high school students' critical thinking ability on
thermochemistry.
This research used Borg and Gall model conducted on 9 of 10
development stages, those are: 1) Research and information collecting; 2)
Planning; 3) Product development; 4) Preliminary field testing; 5) Main product
revision; 6) Main field testing; 7) Operational product revision; 8) Operational
field testing; 9) Final product revision. The data analysis used are module
feasibility analysis based on Aiken validity calculation and module effectiveness
analysis using t-test.
The result of the research showed that: 1) A guided discovery-based
chemistry module on thermochemistry has been developed using 9 stages of Borg
and Gall model; 2) Feasibility test has been conducted on content, presentation,
language, and graphics in guided discovery-based chemistry module. The Aiken
validity indexes obtained in this research are 0.87 for content, 0.88 for
presentation, 0.85 for language use, and 0.90 for graphic. Those indicate that the
module is valid; 3) Guided discovery-based chemistry module is effective to be
used in SMA Negeri 7 Pontianak, SMA Negeri 8 Pontianak and SMA Negeri 9
Pontianak. The results of t-test are 2.116 for SMA Negeri 7 Pontianak, 2.078 for
SMA Negeri 8 Pontianak, and 2.053 for SMA Negeri 9 Pontianak. Those
indicated that there is a significant distinction between the experiment class and
control class.
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PRAKATA
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Penulis menyadari bahwa masih banyak kekurangan dalam penyusunan tesis ini.
Oleh karena itu, saran dan kritik yang bersifat membangun sangat diharapkan
untuk memperbaiki dan menyempurnakan tesis ini. Semoga tesis ini memberikan
manfaat dalam dunia pendidikan.
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DAFTAR ISI
Halaman
JUDUL ........................................................................................................... i
PERNYATAAN ORISINALITAS DAN PUBLIKASI .................................... ii
PERSETUJUAN PEMBIMBING .................................................................... iii
PENGESAHAN PENGUJI .............................................................................. iv
MOTTO........................................................................................................... v
PERSEMBAHAN............................................................................................ vi
ABSTRAK ...................................................................................................... vii
ABSTRACT .................................................................................................... viii
PRAKATA ...................................................................................................... ix
DAFTAR ISI ................................................................................................... xi
DAFTAR TABEL ........................................................................................... xiii
DAFTAR GAMBAR ....................................................................................... xv
DAFTAR LAMPIRAN .................................................................................... xvi
BAB I PENDAHULUAN ................................................................................ 1
A. Latar Belakang Masalah................................................................ 1
B. Rumusan Masalah......................................................................... 8
C. Tujuan Penelitian ......................................................................... 8
D. Spesifikasi Produk ....................................................................... 8
E. Pentingnya Penelitian.................................................................... 9
F. Asumsi dan Keterbatasan .............................................................. 9
G. Definisi Istilah .............................................................................. 10
BAB II KAJIAN PUSTAKA DAN KERANGKA BERPIKIR ......................... 11
A. Kajian Pustaka ............................................................................... 11
1. Pembelajaran Kimia ................................................................ 11
2. Teori Belajar .......................................................................... 14
3. Modul Pembelajaran ............................................................... 18
4. Model Pembelajaran Guided Discovery .................................. 22
5. Kemampuan Berpikir Kritis .................................................... 26
6. Materi Termokimia ................................................................. 33
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DAFTAR TABEL
Tabel Halaman
Tabel 2.1 Keterkaitan Sintak Guided Discovery dan Indikator Berpikir Kritis
………………………………………………………………......…. 31
Tabel 2.2 Pertanyaan untuk Memicu Kemampuan Berpikir Kritis .................... 32
Tabel 3.1 Skala Penilaian Angket..................................................................... 49
Tabel 3.2 Acuan Persentase Penilaian terhadap Modul..................................... 50
Tabel 3.3 Acuan Penilaian Sikap...................................................................... 51
Tabel 3.4 Acuan Penilaian Keterampilan.......................................................... 52
Tabel 4.1 Hasil Studi Literatur Permasalahan di Sekolah.................................. 55
Tabel 4.2 Hasil Daya Serap Siswa pada Materi Termokimia Tahun 2017 ......... 58
Tabel 4.3 Hasil Analisis Sintak Guided Discovery pada Bahan Ajar................. 61
Tabel 4.4 Hasil Analisis Indikator Berpikir Kritis pada Bahan Ajar.................. 61
Tabel 4.5 Daftar Nama Validator ..................................................................... 65
Tabel 4.6 Saran Validator terhadap Modul ....................................................... 66
Tabel 4.7 Hasil Perhitungan Validasi Aiken pada Modul.................................. 66
Tabel 4.8 Hasil Perhitungan Indeks Validasi Aiken.......................................... 70
Tabel 4.9 Hasil Penilaian Uji Coba Modul Skala Terbatas ............................... 71
Tabel 4.10 Saran Guru pada Uji Skala Terbatas ............................................... 71
Tabel 4.11 Saran Siswa pada Uji Skala Terbatas .............................................. 71
Tabel 4.12 Hasil Penilaian Uji Coba Modul Skala Menengah........................... 72
Tabel 4.13 Saran Guru pada Uji Skala Menengah ............................................ 72
Tabel 4.14 Saran Siswa pada Uji Skala Menengah ........................................... 73
Tabel 4.15 Hasil Uji Validitas Soal .................................................................. 73
Tabel 4.16 Hasil Uji Tingkat Kesukaran Soal................................................... 74
Tabel 4.17 Hasil Uji Normalitas dan Homogenitas Kelas ................................. 74
Tabel 4.18 Hasil Ketercapaian Indikator Kemampuan Berpikir Siswa .............. 75
Tabel 4.19 Hasil Uji Normalitas dan Homogenitas n-gain Skor........................ 78
Tabel 4.20 Hasil Uji t n-gain Skor.................................................................... 79
Tabel 4.21 Hasil Uji Normalitas dan Homogenitas n-gain Skor Indikator
Berpikir Kritis................................................................................ 80
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Tabel 4.22 Hasil Uji Efektifitas n-gain Skor Indikator Berpikir Kritis .............. 81
Tabel 4.23 Hasil Penilaian Uji Coba Modul Skala Luas ................................... 82
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DAFTAR GAMBAR
Gambar Halaman
Gambar 2.2 Alur Kerangka Berpikir ................................................................ 43
Gambar 4.1 Hasil n-gain Masing-masing Indikator Berpikir Kritis dari
Kelas Eksperimen dan Kelas Kontrol SMA Negeri 7
Pontianak .................................................................................... 76
Gambar 4.2 Nilai n-gain Masing-masing Indikator Berpikir Kritis dari
Kelas Eksperimen dan Kelas Kontrol SMA Negeri 8
Pontianak .................................................................................... 77
Gambar 4.3 Nilai n-gain Masing-masing Indikator Berpikir Kritis dari
Kelas Eksperimen dan Kelas Kontrol SMA Negeri 9
Pontianak .................................................................................... 77
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DAFTAR LAMPIRAN
Lampiran Halaman
Lampiran 1 Lembar Publikasi Jurnal......................................................... 99
Lampiran 2 Hasil PAMER Ujian Nasional Tahun 2017........................... 100
Lampiran 3 Kisi-kisi Angket Kebutuhan Guru dan Siswa........................ 103
Lampiran 4 Hasil Angket Kebutuhan Guru............................................... 104
Lampiran 5 Hasil Angket Kebutuhan Siswa.............................................. 107
Lampiran 6 Hasil Wawancara Guru Kimia............................................... 110
Lampiran 7 Hasil Analisis Buku Ajar Materi Termokimia....................... 113
Lampiran 8 Matriks Modul Kimia Guided Discovery untuk
Meningkatkan Kemampuan Berpikir Kritis........................... 121
Lampiran 9 Instrumen Penilaian Modul Pembelajaran Kimia SMA......... 129
Lampiran 10 Lembar Validasi RPP............................................................. 140
Lampiran 11 Lembar Validasi Kemampuan Berpikir Kritis....................... 143
Lampiran 12 Instrumen Validasi Sikap Sosial............................................ 154
Lampiran 13 Instrumen Validasi Keterampilan........................................... 156
Lampiran 14 Hasil Perhitungan Validasi Aiken.......................................... 158
Lampiran 15 Rencana Pelaksanaan Pembelajaran (RPP) ........................... 167
Lampiran 16 Kisi-kisi Soal Berpikir Kritis.................................................. 181
Lampiran 17 Soal Uji Coba Kemampuan Berpikir Kritis........................... 182
Lampiran 18 Rubrik Penilaian Soal Kemampuan Berpikir Kritis............... 187
Lampiran 19 Soal Pretest dan Soal Posttest................................................ 195
Lampiran 20 Angket Penilaian Guru Terhadap Modul Berbasis Guided
Discovery pada Materi Termokimia....................................... 198
Lampiran 21 Angket Penilaian SiswaTerhadap Modul Berbasis Guided
Discovery pada Materi Termokimia....................................... 200
Lampiran 22 Hasil Tes Berpikir Kritis Siswa.............................................. 202
Lampiran 23 Hasil Uji Efektivitas Menggunakan SPSS............................. 209
Lampiran 24 Hasil Penilaian Sikap Siswa................................................... 212
Lampiran 25 Hasil Penilaian Keterampilan................................................. 219
Lampiran 26 Hasil Perhitungan commit
Uji CobatoModul
user Skala Terbatas............... 226
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