PENGARUH MODEL PEMBELAJARAN RICOSRE-FC (READING, IDENTIFYING, CONSTRUCTING, SOLVING, REVIEWING, EXTENDING – FLIPPED CLASSROOM) TERHADAP PENALARAN ILMIAH DAN SELF ESTEEM PESERTA DIDIK KELAS X PADA MATA PELAJARAN BIOLOGI DI SMA

WULANDARI, Efendi (2025) PENGARUH MODEL PEMBELAJARAN RICOSRE-FC (READING, IDENTIFYING, CONSTRUCTING, SOLVING, REVIEWING, EXTENDING – FLIPPED CLASSROOM) TERHADAP PENALARAN ILMIAH DAN SELF ESTEEM PESERTA DIDIK KELAS X PADA MATA PELAJARAN BIOLOGI DI SMA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pembelajaran Biologi abad ke-21 membutuhkan kemampuan penalaran ilmiah dan self esteem. Penalaran Ilmiah sangat penting untuk menyelesaikan masalah secara sistematis. Selain itu, self esteem sangat penting bagi peserta didik untuk menunjang aktivitas belajar seperti dalam memecahkan masalah dan menyampaikan gagasan. Namun penalaran ilmiah dan self esteem peserta didik kelas X masih tergolong dalam kategori rendah. Penelitian ini bertujuan untuk mengetahui adanya pengaruh model pembelajaran RICOSRE-FC (Reading, Identifying, Constructing, Solving, Reviewing, Extending – Flipped Classroom) terhadap penalaran ilmiah dan self esteem peserta didik kelas X pada mata pelajaran Biologi. Penelitian ini merupakan jenis penelitian kuantitatif dengan metode quasy eksperimen. Populasi dalam penelitian yaitu seluruh peserta didik kelas X SMA Perintis 2 Bandar Lampung. Teknik pengambilan sampel menggunakan teknik cluster random sampling. Terambil peserta didik kelas X 3 sebagai kelas eksperimen dan kelas X 4 sebagai kelas kontrol. Teknik pengumpulan data yang digunakan berupa soal tes penalaran ilmiah dan angket self esteem yang telah di uji coba sehingga instrumen telah layak untuk digunakan. Berdasarkan hasil analisis data uji independent sample T-test menunjukkan bahwa terdapat pengaruh model pembelajaran RICOSRE-FC (Reading, Identifying, Constructing, Solving, Reviewing, Extending – Flipped Classroom) terhadap penalaran ilmiah dan self esteem peserta didik dengan perolehan nilai sig. 0,000 > 0,05 yang berarti H1 diterima dan H0 ditolak. Kata Kunci: Self Esteem, Penalaran Ilmiah, Model Pembelajaran RICOSRE FC (Reading, Identifying, Constructing, Solving, Reviewing, Extending – Flipped Classroom) iii ABSTRACT 21st-century biology learning requires scientific reasoning skills and self-esteem. Scientific reasoning is crucial for solving problems systematically. Additionally, self-esteem is essential for students to support their learning activities, such as in problem-solving and expressing ideas. However, the scientific reasoning and self-esteem of 10th-grade students are still categorized as low. This study aims to determine the effect of the RICOSRE-FC (Reading, Identifying, Constructing, Solving, Reviewing, Extending – Flipped Classroom) learning model on the scientific reasoning and self-esteem of tenth-grade students in Biology. This research is a type of quantitative research that uses a quasi-experimental method. The population in this study consists of all students in class X at SMA Perintis 2 Bandar Lampung. The sampling technique used was cluster random sampling. Class X 3 students were selected as the experimental group and class X 4 as the control group. The data collection techniques used were scientific reasoning test questions and a self-esteem questionnaire that had been tested, making the instruments suitable for use. Based on the results of the independent samples t-test data analysis, it was found that there was an effect of the RICOSRE-FC learning model (Read, Identify, Compose, Solve, Review, Extend – Flipped Classroom) on students' scientific reasoning and self-esteem, with a sig. value of 0.000 > 0.05, which means H1 is accepted and H0 is rejected. Keywords: Self Esteem, Scientific Reasoning, RICOSRE-FC Learning Model (Reading, Identifying, Constructing, Solving, Reviewing, Extending – Flipped Classroom)

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