1 Yasir Sidiq – Pengaruh INSTAD terhadap KPS dan Hasil Belajar Pengaruh Strategi Pembelajaran INSTAD Terhadap Keterampilan Proses Sains dan Hasil Belajar Siswa dalam Pembelajaran Biologi The Influence Of Inquiry-Stad Learning Strategies (Instad) Toward Science Process Skills And Student’s Achievement In Studying Biology Yasir Sidiq a , Puguh Karyanto b , Bowo Sugiharto c a Pendidikan Biologi FKIP UNS, Email: yasireureka@yahoo.com b Pendidikan Biologi FKIP UNS, Email: karyarina@yahoo.com c Pendidikan Biologi FKIP UNS, Email: bowo@fkip.uns.ac.id Diterima Juni disetujui Juli 2012 ABSTRACT- Aims of this research are to know the influence of INSTAD learning strategies toward sciences process skills and influence of INSTAD learning strate- gies toward student’s achievement in studying biology of SMA Batik 1 Suraka r- ta. This research was quasi experiment research using quantitative approach. The research was designed using posttest only randomized control group by using the experimental classes (application of INSTAD strategy) and control classes (conventional learning). Population studies are all students of SMA Batik 1 Surakarta in academic year 2011/2012. Sampling techniques with cluster random sampling, so chosen X-5 as the experiment class and X-4 as the control class. Data was collected using questionnaire, essay test, observation sheet, and document. The data were analyzed by t-test.The conclusion of this research were science process skills was significantly affected by INSTAD and the application of INSTAD has taken effect on student’s cognitive and psychomotor, but hasn’t taken effect on student’s affective achievement in studying biology of SMA Batik 1 Surakarta. Key Words: INSTAD learning strategies, science process skills, biology student’s achievement Pendahuluan Hakikat pembelajaran biologi sebagai sains tidak lepas dari kegiatan hands on dan minds on, yaitu siswa harus melakukan kegiatan yang mengasah keterampilan praktik dan ber- pikir. Kegiatan mendorong siswa aktif dalam kegiatan berpikir dan berproses mengasah dalam menemukan konsep- konsep baru dari kegiatan belajar mere- ka. Hakikat pembelajaran biologi yang ideal tersebut belum diterapkan secara penuh bahkan secara faktual kurikulum untuk bidang sains yang digunakan di Indonesia dapat dikatakan masih belum berorientasi pada proses sains. Ket- erampilan proses sains tersebut perlu dikembangkan karena di dalamnya ter- dapat keterampilan kognitif sekaligus keterampilan intelektual dan sosial (Rustaman, 2002). Terkait dengan strategi belajar mengajar, pengembangan keterampilan proses sains memerlukan kegiatan pem- belajaran yang mendukung. Salah satu BIO-PEDAGOGI Volume 1, Nomor 1 Halaman 54-62 ISSN: 2252-6897 Oktober 2012