出版社：Program Pascasarjana, Universitas Negeri Yogyakarta (UNY)
摘要：Problem-solving skills dan hasil belajar biologi yang baik perlu dimiliki para siswa . Kedua hal tersebut masih rendah di SMAN 8 Malang sehingga perlu penerapan pembelajaran inovatif . Penelitian ini bertujuan untuk menganalisis (1) keterlaksanaan pembelajaran, (2) peningkatan problem-solving skills, dan (3) peningkatan hasil belajar siswa pada materi struktur dan fungsi jaringan hewan di SMAN 8 Malang melalui pembelajaran I-CARE berbantuan praktikum. Penelitian Tindakan Kelas (PTK) ini dilaksanakan dalam empat siklus dengan tahapan tiap siklus adalah perencanaan, tindakan, observasi/evaluasi , dan refleksi. Subjek penelitian adalah siswa kelas XI IPA -2 yang berjumlah 30 orang. Metode pengumpulkan data adalah observasi dan tes formatif. Instrumen penelitian terdiri atas tiga, yaitu lembar tes, lembar penilaian problem-solving skills, dan lembar observasi keterlaksanaan pembelajaran yang dilakukan lima observer. Hasil penelitian menunjukkan bahwa (1) peningkatan keterlaksanaan pembelajaran dari indikator aktivitas guru sebanyak 25% (Observasi: 65%; Siklus IV: 90%) dan indikator aktivitas siswa sebanyak 30% (Observasi: 62%; Siklus IV: 92%), (2) Peningkatan problem-solving skills sebanyak 18 poin (Observasi: 68; Siklus IV: 86); dan (3) peningkatan hasil belajar sebanyak 20 poin (Observasi: 66; Siklus IV: 86). Dapat disimpulkan bahwa penerapan model pembelajaran I-CARE berbantuan praktikum meningkatkan keterlaksanaan pembelajaran, problem-solving skills, dan hasil belajar siswa.
其他摘要：Problem-solving skills and good biology learning outcomes need to be possessed by students. Both of these are still low at SMAN 8 Malang, so it is necessary to apply an innovative learning. This study aimed to analyze: (1) learning implementation, (2) increase problem-solving skills, and (3) increase student learning outcomes in the structure and function of animal tissue material through I-CARE learning-practicum assisted. Classroom Action Research (CAR) is carried out in four cycles with the stages of each cycle are planning, action, observation/evaluation, and reflection. The research subjects were 30 students of class XI IPA-2, amounting to 30 people. We used observation and formative tests to collect data. The research instruments consisted of three, namely the test sheet, the problem-solving skills assessment sheet, and the learning implementation observation sheet conducted by five observers. The results of the study showed that (1) the increase in the learning implementation from teacher activity was 25% (Observation: 65%; Cycle IV: 90%) and student activity as much as 30% (Observation: 62%; Cycle IV: 92%), 2) Increasing problem-solving skills by 18 points (Observation: 68; Cycle IV: 86); and (3) increasing learning outcomes by 20 points (Observation: 66; Cycle IV: 86). It can be concluded that the implementation of I-CARE learning-practicum assisted increases the learning implementation, problem-solving skills, and student learning outcomes.
关键词：berpikir kritis;hasil belajar;I-CARE;jaringan hewan
