GAYA BELAJAR GURU BERPERAN DALAM MENGAJUKAN THOUGHT-PROVOKING QUESTIONS

Agustiani Putri(1*), Abdur Rahman As'ari(2), Purwanto Purwanto(3), Sharifah Osman(4),

(1) Universitas Negeri Jakarta
(2) Universitas Negeri Malang
(3) Universitas Negeri Malang
(4) Universiti Teknologi Malaysia
(*) Corresponding Author


Abstract


Bertanya merupakan salah satu stimulus yang sering diberikan guru di dalam pembelajaran. Pertanyaan yang diajukan guru sangat berpengaruh terhadap level pemikiran siswa. Namun, guru memiliki referensi cara tersendiri untuk dapat menyerap informasi dari masalah numerasi sebelum mengajukan pertanyaan. Oleh karena itu, penelitian ini berupaya menyelidiki pengaruh gaya belajar guru terhadap cara guru dalam menyerap dan mengolah informasi yang bersumber dari masalah numerasi sebelum mengajukan thought-provoking questions. Penelitian ini menerapkan pendekatan kuantitatif yang dikategorikan ex post facto dengan desain kausal komparatif. Instrumen yang dimanfaatkan dalam penelitian ini berupa kuesioner gaya belajar dan cara guru menyerap informasi sebelum bertanya, serta pedoman wawancara. Subjek dari riset ini berjumlah 72 orang yang berasal dari berbagai sekolah di beberapa daerah. Guru diminta mengisi kuesioner terkait gaya belajar dan cara guru menyerap informasi sebelum bertanya, kemudian guru yang mewakili masing-masing gaya belajar diwawancarai lebih lanjut terkait cara guru mengajukan pertanyaan dan bentuk pertanyaan yang dapat diajukan. Data kuesioner yang telah didapatkan selanjutnya dianalisis menggunakan uji regresi sederhana, sedangkan data wawancara yang telah didapatkan dianalisis secara kualitatif. Riset ini menemukan bahwa guru yang menjadi subjek penelitian ini dominan mempunyai gaya belajar visual. Hasil angket yang telah didistribusikan menunjukkan persentase guru visual sebesar 42%, guru auditori senilai 24%, dan guru kinestetik berjumlah 34%. Hasil dari uji normalitas membuktikan bahwa data yang ada mempunyai distribusi normal dengan nilai signifikansi 0.246 > 0.05, sedangkan uji linearitas memperoleh nilai signifikansinya sebesar 0.467 > 0.05, artinya terdapat hubungan antara gaya belajar dengan cara guru mengajukan thought-provoking questions. Selain itu, uji t menunjukkan bahwa thitung > ttabel yaitu 4.290 > 1.665 dengan nilai signifikansinya 0,000 < 0,05. Dengan demikian, riset ini menemukan bahwa ada pengaruh antara gaya belajar dengan cara guru mengajukan thought-provoking questions. Gaya belajar dinilai mampu memberikan kontribusi terhadap cara guru mengajukan thought-provoking questions yang melalui proses menyerap dan mengolah informasi sebesar 69.2%. 

Keywords


Gaya belajar; Masalah numerasi; Thought-provoking questions.

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DOI: http://dx.doi.org/10.24127/ajpm.v11i4.5983

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