Pendekatan Racking dan Stacking Dalam Melihat Pengaruh Discovery Learning Saat Meningkatkan Keterampilan Proses Sains Dasar Biologi
DOI:
https://doi.org/10.32502/didaktikabiologi.v9i2.1644Keywords:
Discovery Learning, Racking, StackingAbstract
Penelitian ini dilakukan karena Classical Test Theory (CTT) hanya dominan pada group-centered statistics dalam melihat pengaruh perlakuan, bukan pada individual-centered statistics. Penelitian ini bertujuan untuk mengetahui pengaruh model Discovery Learning (DL) dalam meningkatkan keterampilan proses sains dasar dengan pendekatan racking & stacking. Metode penelitian menggunakan pendekatan kuantitatif dengan desain pra eksperimen jenis one grup pre-test-post-test. Populasi dalam penelitian ini seluruh siswa kelas VII. Pengambilan sampel menggunakan purposive. Instrumen memiliki unidimensional (40,6%) dan reliabilitas (0,87) yang baik. Data 30 siswa yang diperoleh ditransformasikan ke jenis data interval menggunakan pengukuran permodelan Rasch. Analisis data menggunakan paired sample t-test. Hasil paired sample t-test diperdalam lagi menggunakan racking dan stacking rasch model. Hasil uji hipotesis menunjukkan terdapat perbedaan nilai sebelum pembelajaran dan sesudah pembelajaran. Hasil racking menunjukkan bahwa 14 item soal mengalami perubahan tingkat kesukaran dari yang awalnya sulit dijawab oleh siswa menjadi mudah diajawab oleh siswa. Soal yang paling signifikan mengalami perubahan tingkat kesukaran adalah soal nomor 1 tentang mengamati jaringan, dan soal yang paling sedikit mengalami perubahan adalah soal nomor 9 tentang merencanakan percobaan. Hasil stacking menunjukkan bahwa ada 25 siswa yang mengalami peningkatkan, 3 siswa yang mengalami penurunan kemampuan dan 2 siswa kondisinya tetap.
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