PEMBELAJARAN BIOLOGI MENGGUNAKAN MODELudACCELERATED LEARNINGMELALUICONCEPTudMAPPING DAN MIND MAPPING DITINJAUudDARI KREATIVITAS DAN KEMAMPUANudVERBALSISWAud(PembelajaranSistemPeredaranDarahManusiauntukSiswaKelasXI IPAudSMA Negeri 3 SukoharjoTahunAkademik 2012/2013)

摘要

Lina Artuty Widyasari, 2013.Pembelajaran Biologi Menggunakan ModeludAccelerated Learning melalui Concept Mapping dan Mind Mapping ditinjau dariudKreativitas dan Kemampuan Verbal Siswa. (Pembelajaran Materi Sistem PeredaranudDarah Manusia untuk Siswa Kelas XI IPA Semester I SMA N 3 Sukoharjo TahunudAjaran 2012-2013). TESIS. Pembimbing I: Dr. H. Sarwanto, M.Si., II: Dr. BaskoroudAdi Prayitno, M.Pd. Program Studi Pendidikan Sains, Program Pascasarjana,udUniversitas Sebelas Maret, Surakarta.udABSTRAKudPenelitianinibertujuan untuk mengetahui pengaruh penggunaan modeludaccelerated learning melalui concept mapping dan mind mapping, kreativitas,udkemampuan verbal, dan interaksinya terhadap prestasi belajar biologi.udPenelitian ini menggunakan metode kuasieksperimen. Populasinya adalahudsemua siswa kelas XI IPA SMA N 3 Sukoharjo tahun ajaran 2012/2013, terdiri dari 4udkelas. Sampel diambil dengan teknik purposive sampling, terdiri dari 2 kelas. Kelasudpertamauntuk model accelerated learning melalui concept mapping dan kelas keduauduntukmodelaccelerated learning melalui mindmapping.Teknik pengumpulan dataudprestasi belajar kognitif, psikomotor, kreativitas, dan kemampuan verbaludmenggunakan metode tes, sedangkan data prestasi afektif menggunakan angket. Ujiudhipotesis menggunakan analisis variansi tiga jalan dengan desain faktorial 2x2x2.udHasil penelitian menunjukkan bahwa: 1) ada pengaruh pembelajaran biologiudmenggunakan model accelerated learning melalui concept mapping danudmindmappingterhadap prestasi belajar kognitif dan afektif tetapi tidak untuk ranahudpsikomotor, 2) ada pengaruh kreativitas terhadap prestasi belajar kognitif, afektif, danudpsikomotor, 3) ada pengaruh kemampuan verbal terhadap prestasi belajar kognitif,udafektif, dan psikomotor, 4) tidak ada interaksi antara penggunaan model acceleratedudlearning melalui concept mappingdanmindmappingdengan kreativitas terhadapudprestasi belajar kognitif, afektif, dan psikomotor, 5) tidak ada interaksi antaraudpenggunaan model accelerated learning melalui concept mapping danudmindmappingdengan kemampuan verbal terhadap prestasi belajar kognitif, afektif, danudpsikomotor, 6) tidak ada interaksi antara kreativitas dengan kemampuan verbaludterhadap prestasi belajar kognitif, afektif, dan psikomotor, 7) tidak ada interaksi antaraudmetode pembelajaran, kreativitas, dan kemampuan verbal terhadap prestasi belajarudkognitif, afektif, dan psikomotor.udBerdasarkanhasilpenelitian, disarankanbagi guru agar menerapkan model danudmetode pembelajaran yang sesuaidengankarakteristikmateri, memperhatikanfaktorudinternal siswa, sertamelatihsiswamembuatpemetaankonsep.udKata kunci: model accelerated learning, concept mapping, mind mapping,udkreativitas, kemampuan verbal.udududLina Artuty Widyasari, 2013.BiologyLearning Using Accelerated LearningudModelthrough Concept Mapping and Mind Mapping OverviewedfromCreativity danudVerbal Abilities of Students. (Study On Human Blood Transportation LearningforudStudents in Grade XI IPASenI SMA N 3 Sukoharjo in the Academic Year of 2012-ud2013). Thesis. 1st advisor: Dr. H. Sarwanto, M.Si., 2nd: Dr. Baskoro Adi Prayitno,udM.Pd. Program Study of Science Education, Post-graduate Program of Sebelas MaretudUniversity, Surakarta.udABSTRACTudThe research purposed to determine the effect of the use accelerated learningudmodel through concept mapping and mind mapping, creativity, verbal abilities,and itsudinteraction between each variable toward biologycal students achievement.udThe researchused quasi eksperiment method. The population was all studentsudin grade XI IPA of SMA N 3 Sukoharjo in the academic year of 2012/2013, consistedudof 4 classes. The sample was taken using purposive sampling, consisted of 2 classes.udThe first class was treated using accelerated learning model through concept mappingudandthe second class was treatedusing accelerated learning model through mindudmapping. The data was collected using test method for student cognitive, andudpsycomotorachievement, students’ creativity and students’ verbal ability, andudquestionaire method for student affective achievement. The hypothesis were testedudusing three ways analysis of variance with 2x2x2 factorial design.udThe result showed that: 1) there was an effect of biologycal learning usingudaccelerated learning model through concept mapping and mindudmappingtowardstudents cognitiveand affective achievement, but not forpsycomotorudachievement, 2) there was an effect of students’creativity toward cognitive, affective,udand psycomotor achievement, 3) there was an effect of students’ verbal ability towardudcognitive, affective, and psycomotor achievement, 4) there was not an interactionudbetween usingaccelerated learning modelthrough concept mapping and mind mappingudwith students’creativity towardcognitive, affective, andpsycomotor achievement, 5)udthere was not aninteraction between using accelerated learning model through conceptudmapping andmind mapping with verbal ability toward cognitive, affective, andudpsycomotor achievement, 6) there was not an interaction between students’ creativityudwith students’ verbal ability toward cognitive, affective, and psycomotor achievement,ud7) there was not an interaction between learning methods, students’ creativity, andudstudents’ verbal ability toward cognitive, affective, and psycomotor achievement.udBased from the research, teachers are advised to apply the learning models andudmethods according to the characteristic of the material, pay attention to the internaludfactors of students, and train students make concept/mind mapping.udKeyword: acceleratedlearning model, concept mapping, mind mapping,students’udcreativity,students’ verbal ability.