Implementasi Metode Scorona dalam Pembelajaran IPA di MTs Muhammadiyah Jayapura
DOI:
https://doi.org/10.36052/andragogi.v11i1.311Keywords:
Pembelajaran IPA; Metode SCORONA; Mixed methodsAbstract
This study aims to determine: (1) Procedures for implementing the SCORONA method in learning science. (2) The benefits of implementing the SCORONA method can increase the activity and learning outcomes of MTs Muhammadiyah Jayapura students. The method in this study is a mixed methods research model embedded. The results of the data analysis obtained were n-Gain analysis, the average learning outcomes of the experimental class were 0.81 in the high concept mastery category, and the control class was 0.66 in the medium concept mastery category. The results of the final analysis for the difference test show that the sig F count for Equal Variance assumed is 0.914; because the sig F count > 0.05, then Ho is accepted, meaning that there is a difference in concept mastery between the experimental class taught using the SCORONA method and the control class which not conducted using the SCORONA method. The average result of the descriptive analysis value for the SCORONA method from the 1st – 3rd lesson plans has a score of 3 in the excellent category and 4 in the outstanding variety, so the SCORONA method is effectively used in learning.
(Penelitian ini bertujuan untuk mengetahui: (1) Prosedur implementasi metode SCORONA dalam pembelajaran IPA. (2) Manfaat implementasi metode SCORONA dapat meningkatkan keaktifan dan hasil belajar siswa MTs Muhammadiyah Jayapura. Metode dalam penelitian ini adalah mixed methods research model embedded. Hasil analisis data yang diperoleh adalah analisis n-Gain rata-rata hasil belajar kelas eksperimenn 0,81 kategori penguasaan konsep tinggi dan kelas kontrol 0,66 kategori penguasaan konsep sedang. Hasil analisis akhir untuk uji perbedaan, terlihat bahwa siq F hitung untuk Equal Variance assumed adalah 0.914, oleh karena siq F hitung > 0,05, maka Ho diterima, artinya ada perbedaan penguasaan konsep antara kelas eksperimen yang diajar menggunakan metode SCORONA dengan kelas kontrol yang tidak diajar menggunakan metode SCORONA. Hasil rata-rata nilai analisis deskriptif untuk metode SCORONA dari RPP ke-1 – RPP ke-3 memiliki nilai 3 dengan kategori baik dan nilai 4 dengan kategori sangat baik, sehingga metode SCORONA efektif digunakan dalam pembelajaran).
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