The Effect of Problem Posing Type Post-Solution Posing Learning Model on Self-regulation Skills and Science Process Skill of the Tenth-grade Students of Islamic Senior High School Kebumen, Tanggamus

Abstract

Abstract This study aims to determine the influence of the Problem Posing Type Post-Solution Posing learning model on the self-regulation and science process skills of the tenth-grade students. This research was conducted at Islamic Senior High School Kebumen, Tanggamus. The research method used was a quasi-experiment design. The population of this study was all of the tenth-grade science students of Islamic Senior High School Kebumen. The samples in this study were the students of X MIPA 1 as the experimental class which consisted of 36 students and the students of X MIPA 2 as the control class which consisted of 36 students. The instruments used in this study were the non-tests and test instruments; non-tests in the form of questionnaires to measure self-regulation and test instrument in the form of essay questions to measure science process skills. The Multivariate of variance (MANOVA) hypothesis test was used using the SPSS 0.17 program. The established results are sig 0,000 r meaning sig < 0.05 so that H0 is rejected and H1 accepted. It can be concluded that there is an influence of the Problem Posing Type Post-Solution Posing learning model on self-regulation skills and science process skills.