Pengaruh Kemampuan Penalaran Formal dan Tipe–Tipe Karakter Terhadap Hasil Belajar Pada Materi Pokok Hidrolisis Garam dengan Pendekatan Inkuiri Terbimbing Siswa Kelas XI MIA 7 SMA Negeri 3 Kupang Tahun Pelajaran 2015/2016

LAUPADA, Getsi Miranti (2016) Pengaruh Kemampuan Penalaran Formal dan Tipe–Tipe Karakter Terhadap Hasil Belajar Pada Materi Pokok Hidrolisis Garam dengan Pendekatan Inkuiri Terbimbing Siswa Kelas XI MIA 7 SMA Negeri 3 Kupang Tahun Pelajaran 2015/2016. Undergraduate thesis, Universitas Katolik Widya Mandira.

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Abstract

Formal reasoning ability is the ability to run five logical operations is proportional reasoning, control of variables, probabilistic reasoning, reasoning correlational, and combinatorial reasoning. While the character types are classified into four groups, namely Sanguine (Popular), Phlegmatic (Love Peace), melancholy (Excellent) and Koleris (Strong). The approach is guided inquiry learning approach to prepare the situation for learners to experiment on his own under the guidance of teachers, ask questions and seek answers to their questions. Guided inquiry approach is also a learning approach that tried to lay the groundwork and develop a scientific way of thinking, this approach puts more students learn by themselves using their formal reasoning skills and are able to develop their characters in the learning process. The main problem in this study were (1) How is the effectiveness of learning by using guided inquiry approach to the subject matter of class XI student salt hydrolysis? (2) How formal reasoning abilities of students of class XI? (3) What types of class XI student's character? (4a) Is there a relationship formal reasoning skills to the learning outcomes of students with guided inquiry approach to the subject matter of class XI student salt hydrolysis? (4b) Are there relationships character types to the learning outcomes of students with guided inquiry approach to the subject matter of class XI student salt hydrolysis? (4c) Is there a relationship formal reasoning ability and character types to the learning outcomes of students with guided inquiry approach to the subject matter of class XI student salt hydrolysis? (5a) Is there a significant relationship between formal reasoning skills to the learning outcomes of students with guided inquiry approach to the subject matter of class XI student salt hydrolysis? (5b) Is there a significant relationship between the types of characters to the learning outcomes of students with guided inquiry approach to the subject matter of class XI student salt hydrolysis? (5c) Is there a significant relationship between formal reasoning ability and character types to the learning outcomes of students with guided inquiry approach to the subject matter of class XI student salt hydrolysis? The purpose of this study was to: (1) Determine the effectiveness of guided inquiry approach to the subject matter of class XI student salt hydrolysis. (2) Determine the formal reasoning abilities of students of class XI. (3) Determine the types of character class XI. (4a) Knowing the relationship of formal reasoning ability and character types with learning outcomes approach guided inquiry on the subject matter of class XI student salt hydrolysis. (5) Determine whether there is influence of formal reasoning ability and character types with learning outcomes approach guided inquiry on the subject matter of class XI student salt hydrolysis. This type of research is descriptive and associative. Data analysis concluded that: (1) The effectiveness of the application of guided inquiry approach (a) the ability of teachers to manage the implementation of learning including both categories with an average score of 3.65. (B) Complete indicators include: completeness indicator observation aspects of spiritual attitudes (KI 1) of 0.88, completeness indicator questionnaire aspects of spiritual attitudes (KI 1) of 0.81, completeness indicator observational aspects of social attitudes (KI 2) of 0.84 and completeness indicators questionnaire attitude social (KI 2) of 0.86, completeness indicator aspects of knowledge (KI 3) is equal to 0.95, completeness psychomotor aspects indicator (KI 4) of 0.88, completeness aspect of the portfolio indicator (KI 4) of 0.86, the thoroughness of the presentation aspects indicator (KI 4) 0,90, completeness indicators of achievement test process (KI 4) of 0.92. (C) Complete study results include: completeness of spiritual attitude aspects of learning outcomes (KI 1) amounted to 85.08, mastery learning outcomes aspects of social attitudes (KI 2) amounted to 88.41, mastery learning outcomes aspects of knowledge (KI 3) by 88, 74 and the thoroughness of learning outcomes skill aspect (KI 4) of 88.89. (2) The mean formal reasoning abilities of students at 73.60. (3) Average character types of students amounted 83.42% (4) (a) The value of formal reasoning abilities correlation with the learning outcomes of 0.80 is at a very strong level. (B) the correlation value character types with the learning outcomes of 0.72 is at the level of the strong (c) Correlation dual capability formal reasoning and character types with the learning outcomes for 0835 are at the level of a very strong (5) (a) There is influence between formal reasoning abilities on learning outcomes in which the value of Y = 68.4 + 0,261X. (B) There is influence between the types of characters on learning outcomes where Y = 10.13 + 0,929X. (C) There is the influence of formal reasoning ability and character types on learning outcomes where ̂

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