PEMBELAJARAN BIOLOGI MENGGUNAKAN MODEL ACCELERATED LEARNINGMELALUICONCEPT MAPPING DAN MIND MAPPING DITINJAU DARI KREATIVITAS DAN KEMAMPUAN VERBALSISWA (PembelajaranSistemPeredaranDarahManusiauntukSiswaKelasXI IPA SMA Negeri 3 SukoharjoTahunAkademik 2012/2013)

Abstract

Lina Artuty Widyasari, 2013.Pembelajaran Biologi Menggunakan Model Accelerated Learning melalui Concept Mapping dan Mind Mapping ditinjau dari Kreativitas dan Kemampuan Verbal Siswa. (Pembelajaran Materi Sistem Peredaran Darah Manusia untuk Siswa Kelas XI IPA Semester I SMA N 3 Sukoharjo Tahun Ajaran 2012-2013). TESIS. Pembimbing I: Dr. H. Sarwanto, M.Si., II: Dr. Baskoro Adi Prayitno, M.Pd. Program Studi Pendidikan Sains, Program Pascasarjana, Universitas Sebelas Maret, Surakarta. ABSTRAK Penelitianinibertujuan untuk mengetahui pengaruh penggunaan model accelerated learning melalui concept mapping dan mind mapping, kreativitas, kemampuan verbal, dan interaksinya terhadap prestasi belajar biologi. Penelitian ini menggunakan metode kuasieksperimen. Populasinya adalah semua siswa kelas XI IPA SMA N 3 Sukoharjo tahun ajaran 2012/2013, terdiri dari 4 kelas. Sampel diambil dengan teknik purposive sampling, terdiri dari 2 kelas. Kelas pertamauntuk model accelerated learning melalui concept mapping dan kelas kedua untukmodelaccelerated learning melalui mindmapping.Teknik pengumpulan data prestasi belajar kognitif, psikomotor, kreativitas, dan kemampuan verbal menggunakan metode tes, sedangkan data prestasi afektif menggunakan angket. Uji hipotesis menggunakan analisis variansi tiga jalan dengan desain faktorial 2x2x2. Hasil penelitian menunjukkan bahwa: 1) ada pengaruh pembelajaran biologi menggunakan model accelerated learning melalui concept mapping dan mindmappingterhadap prestasi belajar kognitif dan afektif tetapi tidak untuk ranah psikomotor, 2) ada pengaruh kreativitas terhadap prestasi belajar kognitif, afektif, dan psikomotor, 3) ada pengaruh kemampuan verbal terhadap prestasi belajar kognitif, afektif, dan psikomotor, 4) tidak ada interaksi antara penggunaan model accelerated learning melalui concept mappingdanmindmappingdengan kreativitas terhadap prestasi belajar kognitif, afektif, dan psikomotor, 5) tidak ada interaksi antara penggunaan model accelerated learning melalui concept mapping dan mindmappingdengan kemampuan verbal terhadap prestasi belajar kognitif, afektif, dan psikomotor, 6) tidak ada interaksi antara kreativitas dengan kemampuan verbal terhadap prestasi belajar kognitif, afektif, dan psikomotor, 7) tidak ada interaksi antara metode pembelajaran, kreativitas, dan kemampuan verbal terhadap prestasi belajar kognitif, afektif, dan psikomotor. Berdasarkanhasilpenelitian, disarankanbagi guru agar menerapkan model dan metode pembelajaran yang sesuaidengankarakteristikmateri, memperhatikanfaktor internal siswa, sertamelatihsiswamembuatpemetaankonsep. Kata kunci: model accelerated learning, concept mapping, mind mapping, kreativitas, kemampuan verbal. Lina Artuty Widyasari, 2013.BiologyLearning Using Accelerated Learning Modelthrough Concept Mapping and Mind Mapping OverviewedfromCreativity dan Verbal Abilities of Students. (Study On Human Blood Transportation Learningfor Students in Grade XI IPASenI SMA N 3 Sukoharjo in the Academic Year of 2012- 2013). Thesis. 1st advisor: Dr. H. Sarwanto, M.Si., 2nd: Dr. Baskoro Adi Prayitno, M.Pd. Program Study of Science Education, Post-graduate Program of Sebelas Maret University, Surakarta. ABSTRACT The research purposed to determine the effect of the use accelerated learning model through concept mapping and mind mapping, creativity, verbal abilities,and its interaction between each variable toward biologycal students achievement. The researchused quasi eksperiment method. The population was all students in grade XI IPA of SMA N 3 Sukoharjo in the academic year of 2012/2013, consisted of 4 classes. The sample was taken using purposive sampling, consisted of 2 classes. The first class was treated using accelerated learning model through concept mapping andthe second class was treatedusing accelerated learning model through mind mapping. The data was collected using test method for student cognitive, and psycomotorachievement, students’ creativity and students’ verbal ability, and questionaire method for student affective achievement. The hypothesis were tested using three ways analysis of variance with 2x2x2 factorial design. The result showed that: 1) there was an effect of biologycal learning using accelerated learning model through concept mapping and mind mappingtowardstudents cognitiveand affective achievement, but not forpsycomotor achievement, 2) there was an effect of students’creativity toward cognitive, affective, and psycomotor achievement, 3) there was an effect of students’ verbal ability toward cognitive, affective, and psycomotor achievement, 4) there was not an interaction between usingaccelerated learning modelthrough concept mapping and mind mapping with students’creativity towardcognitive, affective, andpsycomotor achievement, 5) there was not aninteraction between using accelerated learning model through concept mapping andmind mapping with verbal ability toward cognitive, affective, and psycomotor achievement, 6) there was not an interaction between students’ creativity with students’ verbal ability toward cognitive, affective, and psycomotor achievement, 7) there was not an interaction between learning methods, students’ creativity, and students’ verbal ability toward cognitive, affective, and psycomotor achievement. Based from the research, teachers are advised to apply the learning models and methods according to the characteristic of the material, pay attention to the internal factors of students, and train students make concept/mind mapping. Keyword: acceleratedlearning model, concept mapping, mind mapping,students’ creativity,students’ verbal ability