摘要：Tujuan penelitian ini untuk mengetahui kontribusi tingkat rasa ingin tahu terhadap kualitas aktivitas siswa dalam pembelajaran respirasi berbasis pendekatan saintifik.Penelitian ini telah dilakukan di SMA N 1 Kudus dengan menggunakan metode kombinasi explanatory sequential design.Sumber data penelitian ini yaitu 119 siswa kelas XI yang diambil dengan random sampling dan 15 siswa darinya yang dipilih dengan purposive sampling.Data rasa ingin tahu siswa diperoleh dengan metode angket,sedangkan data aktivitas siswa dalam pembelajaran respirasi berbasis pendekatan saintifik diperoleh dengan metode angket dan wawancara.Data dianalisis kuantitatif menggunakan teknik deskriptif persentase dan uji regresi,serta dianalisis kualitatif menggunakan teknik Miles dan Huberman.Hasil penelitian menunjukkan rasa ingin tahu berkontribusi positif sebesar 67,3% terhadap aktivitas siswa dalam pembelajaran respirasi berbasis pendekatan saintifik.Hasil wawancara memperkuat bahwa tingkat rasa ingin tahu yang berbeda berpengaruh terhadap kualitas aktivitas mengamati,menanya,mengumpulkan informasi/mencoba,menalar,dan mengkomunikasi yang berbeda pula.
其他摘要：This study aimed to know the contribution of curiosity level toward the quality of students’ activity in scientific approach based-respiration learning.This study has been conducted at SMA N 1 Kudus by using mixed method: explanatory sequential design.The prime resources of this research were 119 students of grade XI taken by random sampling and 15 students from the first sampling were selected by purposive sampling.Data of students’ curiosity were obtained by questionnaire,while students’ activity in scientific approach based-respiration learning were obtained by questionnaire and interview.Data were analyzed quantitatively using percentage descriptive technique and regression test,and analyzed qualitatively using Miles and Huberman technique.The results showed that curiosity contributed positively to students’ activity in scientific approach based-respiration learning up to 67.3%.The interview results confirmed that the different level students’s curiosity affects to the quality of observing,asking,gathering information/experimenting,associating,and communicating activity which were also different.
