PENGARUH PENDEKATAN KETERAMPILAN PROSES SAINS BERBASIS MIND MAPPING TERHADAP REPRESENTASI VISUAL DAN HABITS OF MIND PESERTA DIDIK

ANNISA, URROHMAH (2026) PENGARUH PENDEKATAN KETERAMPILAN PROSES SAINS BERBASIS MIND MAPPING TERHADAP REPRESENTASI VISUAL DAN HABITS OF MIND PESERTA DIDIK. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan keterampilan proses sains berbasis mind mapping terhadap kemampuan representasi visual dan habits of mind peserta didik kelas XI SMA Negeri 11 Bandar Lampung. Penelitian menggunakan metode kuasi-eksperimen dengan desain non-equivalent control group. Sampel penelitian terdiri dari dua kelas: kelas XI MIPA 1 sebagai kelompok eksperimen (34 siswa) yang diterapkan pendekatan keterampilan proses sains berbasis mind mapping, dan kelas XI MIPA 5 sebagai kelompok kontrol (32 siswa) yang menggunakan pembelajaran konvensional. Instrumen penelitian terdiri dari tes representasi visual berbentuk esai dan angket habits of mind yang telah teruji validitas dan reliabilitasnya. Data dianalisis menggunakan uji statistik paired sample t-test dan Wilcoxon signed-rank test. Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh yang signifikan dari pendekatan keterampilan proses sains berbasis mind mapping terhadap peningkatan kemampuan representasi visual peserta didik (sig. 0,000 < 0,05); (2) pendekatan tersebut juga berpengaruh signifikan terhadap peningkatan habits of mind peserta didik, khususnya dalam aspek self-regulation, critical thinking, dan creative thinking (sig. 0,000 < 0,05). Analisis lebih lanjut mengungkap adanya sinergi antara kedua peningkatan tersebut, di mana proses pembuatan mind map yang terintegrasi dengan keterampilan proses sains berfungsi sebagai jembatan metakognitif yang melatih pola berpikir ilmiah sekaligus kemampuan visualisasi konseptual. ABSTRACT This study aims to determine the effect of a mind-mappingbased science process skills approach on the visual representation abilities and habits of mind of eleventh-grade students at SMA Negeri 11 Bandar Lampung. The study used a quasi-experimental method with a non-equivalent control group design. The study sample consisted of two classes: eleventh-grade MIPA 1 as the experimental group (34 students) who applied the mind-mapping-based science process skills approach, and eleventh-grade MIPA 5 as the control group (32 students) who used conventional learning. The research instruments consisted of a visual representation test in the form of an essay and a habits of mind questionnaire, both of which have been tested for validity and reliability. Data were analyzed using paired sample t-tests and Wilcoxon signed-rank tests. The results showed that: (1) there was a significant effect of the mind-mapping-based science process skills approach on improving students' visual representation abilities (sig. 0.000 < 0.05); (2) This approach also had a significant impact on improving students' habits of mind, particularly in aspects of self-regulation, critical thinking, and creative thinking (sig. 0.000 < 0.05). Further analysis revealed a synergy between these two improvements, where the mind mapping process, integrated with science process skills, served as a metacognitive bridge that trained scientific thinking patterns and conceptual visualization abilities. This study concluded that a mind mapping-based science process skills approach is effective for learning biology on systemic topics such as the digestive system, as it not only improves conceptual understanding but also develops 21st-century thinking competencies aligned with the demands of the Independent Curriculum. The pedagogical implication of these findings is the importance of integrating scientific thinking processes and visual representation tools in designing meaningful science learning that is oriented toward developing students' thinking character.

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