PENGARUH MODEL PEMBELAJARANINVESTIGATION BASEDSCIENTIFICCOLLABORATIVEBERBANTU ASESMENKINERJA TERHADAPKEMAMPUAN PEMECAHANMASALAH KELAS X PADAMATERI BIOLOGI

ALIFIA, NAILA PUTRI (2026) PENGARUH MODEL PEMBELAJARANINVESTIGATION BASEDSCIENTIFICCOLLABORATIVEBERBANTU ASESMENKINERJA TERHADAPKEMAMPUAN PEMECAHANMASALAH KELAS X PADAMATERI BIOLOGI. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Kemampuan pemecahan masalah merupakan bagian dari berpikir tingkat tinggi yang mendorong penalaran kritis dalam aspek kognitif, namun data hasil lapangan menunjukkan bahwa kemampuan pemecahan masalah pada pembelajaran biologi dikalangan peserta didik SMA masih rendah. Hal ini dikarenakan peserta didik kesulitan dalam memahami permasalahan pada soal dan menentukan solusi berdasarkan masalah yang diberikan. Penelitian ini bertujuan untuk menganalisis pengaruh dan kontribusi model pembelajaran Investigation Based Scientific Collaborative berbantu asesmen kinerja terhadap kemampuan pemecahan masalah siswa kelas X pada materi biologi. Metode penelitian yang digunakan yaitu pre-eksperimental, dengan tidak menggunakan kelas kontrol sebagai pembanding, desain one group pretest-posttest. Sampel kelas penelitian dipilih melalui teknik cluster random sampling, diperoleh kelas X.3 dengan jumlah 38 peserta didik sebagai kelas penelitian I, kelas X.1 dengan jumlah 35 peserta didik sebagai kelas penelitian II, dan kelas X.2 dengan jumlah 36 peserta didik sebagai kelas penelitian III. Instrumen mencakup tes esai kemampuan pemecahan masalah dan foto dokumentasi. Data dianalisis dengan menggunakan uji one sample t test, dan uji kontribusi dengan koefisien determinasi (R2). Hasil penelitian menunjukkan bahwa model Investigation Based Scientific Collaborative berbantu asesmen kinerja berpengaruh terhadap kemampuan pemecahan masalah, dibuktikan dengan hasil nilai signifikansi uji one sample t test sebesar 0,00 < (α) 0,05, maka H0 ditolak dan H1 diterima. Artinya, terdapat pengaruh model Investigation Based Scientific Collaborative berbantu asesmen kinerja terhadap kemampuan pemecahan masalah dan kontribusi positif model pembelajaran yang ditunjukkan oleh R Square sebesar 0,659 atau sebesar 65,9%. ABSTRACT Problem-solving skills are part of higher-order thinking that fosters critical reasoning in cognitive aspects; however, field data indicate that problem-solving skills in biology learning among high school students remain low. This is because students have difficulty understanding the problems presented in the questions and determining solutions based on the given problems. This study aims to analyze the influence and contribution of the Investigation-Based Scientific Collaborative learning model, supported by performancebased assessment, on the problem-solving skills of 10th-grade students in biology. The research method used was a pre-experimental design, without a control class for comparison, employing a one-group pretest-posttest design. The research classes were selected using cluster random sampling; Class X.3, with 38 students, was designated as Research Class I; Class X.1, with 35 students, as Research Class II; and Class X.2, with 36 students, as Research Class III. The instruments included an essay test of problem-solving skills and photographic documentation. Data were analyzed using a one-sample t-test and a contribution test with the coefficient of determination (R²). The results showed that the Investigation-Based Scientific Collaborative model supported by performance assessment had an effect on problem-solving skills, as evidenced by a significance value of 0.00 < (α) 0.05 in the one-sample t-test; therefore, H₀ was rejected and H₁ was accepted. This means that the Investigation-Based Scientific Collaborative model supported by performance assessment has an effect on problem-solving skills and that the learning model makes a positive contribution, as indicated by an R-squared value of 0.659, or 65,9%.

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