Tujuan penelitian ini untuk untuk mengetahui efektivitas penerapan model inductive thinking terhadap hasil belajar biologi dan keterampilan proses sains siswa kelas vii smp negeri 4 tarakan. jenis penelitian ini adalah eksperimen semu dengan populasi siswa kelas vii smp negeri 4 tarakan dan sampel sebanyak 2 kelas. teknik pengambilan sampel secara acak (random). data dianalisis menggunakan software spss 16.0 for window. teknik analisis data menggunakan uji manova yang dilanjutkan dengan uji independent sample t-test. hasil analisis pengaruh penerapan model pembelajaran inductive thinking terhadap hasil belajar biologi dan keterampilan proses sains siswa diperoleh (f = 22.54; p ttabel dan untuk keterampilan proses sains siswa diperoleh t tabel 5,743 pada taraf signifikansi 0,05 dan dk= 66 diperoleh nilai ttabel 1,671 berarti thitung > ttabel. berdasarkan hasil analisis data dapat disimpulkan bahwa terdapat pengaruh penerapan model pembelajaran inductive thinking terhadap hasil belajar biologi dan keterampilan proses sains siswa.

The purpose of this study was to determine the effectiveness of the application of the model for inductive thinking on learning outcomes of biology and science process skills of the seventh grade students of smp negeri 4 tarakan. the research is a quasi experimental population junior high school seventh grade students 4 tarakan and sample 2 class. the technique of analyze data is random sampling technique (random). data were analyzed using spss 16.0 for window. analyze data using the manova test followed by a test of the independent sample t-test. the results of the analysis of the effect of the application of inductive thinking learning model the learning outcomes of biology and science process ability students obtained (f = 22:54, p table and for science process skills students acquired 5,743pada t-test significance level of 0.05 and df = 66 obtained a value of 1.671 means ttable tcount> ttable. based on the analysis of data it can be concluded that there are significant implementations thinking inductive learning model the learning outcomes of biology and science process skills of students.