Penerapan Model Pembelajaran Structured Numbered Heads (SNH) untuk Meningkatkan Keterampilan Berargumentasi Siswa pada Materi Larutan Elektrolit dan Nonelektrolit

Cindy Novita Devi, Yahmin Yahmin

Abstract


Penelitian ini bertujuan untuk mengetahui apakah penerapan model pembelajaran Structured Numbered Heads (SNH) dapat meningkatkan keterampilan berargumentasi siswa pada materi larutan elektrolit dan nonelektrolit pada salah satu SMA Negeri di Kabupaten Pasuruan. Penelitian ini merupakan jenis penelitian quasi eksperimen dengan populasi 103 siswa dan sampel 64 siswa. Analisis data yang digunakan adalah uji normalitas, uji homogenitas, uji N-gain, dan uji t. Aspek claim, evidence, dan reason pada kelas eksperimen mengalami peningkatan nilai sebesar 43,26%; 40,31%; dan 40,45%. Aspek claim, evidence, dan reason pada kelas kontrol mengalami peningkatan nilai sebesar 34,43%; 29,93%; dan 28,92%. Hasil uji N-gain pada kelas eksperimen diperoleh nilai sebesar 56,3% yang menunjukkan bahwa penggunaan model pembelajaran SNH pada kelas eksperimen cukup efektif untuk meningkatkan keterampilan berargumentasi siswa. Hasil uji t diperoleh nilai Sig. (2-tailed) sebesar 0,000 ≤ 0,05 yang menunjukkan bahwa terdapat perbedaan yang signifikan antara peningkatan keterampilan berargumentasi siswa pada kelas eksperimen dan kelas kontrol.

Kata kunci: Model SNH; Keterampilan Berargumentasi; Larutan Elektrolit dan Nonelektrolit

Abstract

This research aims to determine whether the application of Structured Numbered Heads (SNH) learning models can improve the students' argumentation skills in electrolyte and nonelectrolyte solutions at one of the public high schools in the Pasuruan district. This research is quasi-experimental with a population of 103 students and a sample of 64 students. Analysis of the data used is a normality test, homogeneity test, N-gain test, and t-test. The increase in students' argumentation skills in this study is seen from the difference between the pretest and post-test. Aspects of claim, evidence, and reason in the experimental class have increased in value by 43.26%; 40.31%; and 40.45%. Aspects of claim, evidence, and reason in the control class have increased in value by 34.43%; 29.93%; and 28.92%. The result of the N-gain test in the experimental class obtained a value of 56,3% showing that the use of the SNH learning model in the experimental class is quite effective in improving students' argumentation skills. The result of the t-test obtained the value of Sig. (2-tailed) of 0,000 less than or equal to 0,05 indicates a significant difference between the improvement of students' argumentation skills in the experimental and control classes

Keywords : SNH models; Arguing Skills; Electrolyte and Nonelectrolyte Solutions

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