ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh penerapan hypothetico-deductive reasoning (HDR) dalam learning cycle terhadap keterampilan proses sains (KPS) dan pemahaman konsep siswa. Penelitian ini berbentuk kuasi-eksperimen dengan desain pretest-postest non-equivalent control group yaitu kelas A sebagai kelompok eksperimen bermodelkan HDR-Learning Cycle (HDR-LC), serta kelompok kontrol yaitu kelas B bermodelkan Learning Cycle (LC) dan kelas C bermodelkan Direct Instruction (DI). Sumber data KPS-intelektual dan pemahaman konsep diperoleh dengan instrumen tes sedangkan KPS-manual diperoleh dengan observasi performansi. ABSTRACTThe immersion of hypothetico-deductive reasoning (HDR) application in the learning cycle for students' science process skill and concepts understanding. The reasearch aims to discover impression of hypothetico-deductive reasoning (HDR) application in the learning cycle to science process skill and concepts understanding. It's kind of quasy-experiment in type pretest-postest non-equivalent control group design in which A class were an experimental class using HDR-Learning Cycle (HDR-LC) model, B class as control class using Learning Cycle (LC) model, and C class using Direct Instruction (DI) model. The data of intellectual science process skill and concepts understanding onbtained from test whereas manual science process skill obtained from performance observation. The data had been analyzed using MANOVA continued wth Bonferroni or Kruskal-Wallis test, continued GamesHowell for nonparameteric data. The research result that: (a) application of HDR-LC (mean: 86,4) had significantly positive effect for intellectual science process skill than LC (mean: 78,3) or DI model (mean: 75,1), whereas manual science process skill HDR-LC class (mean: 64,3) had significantly negative effect than LC (mean: 87,4) or DI model (mean: 82,3); (b) apllication HDR-LC (mean: 84,8) had significantly positive effect to students' understanding than LC (mean: 61,7) or DI model (mean: 66,6).Keyword: hypothetico-deductive reasoning (HDR), learning cycle, science process skill, concepts understanding Copyright © 2017 Universitas Ahmad Dahlan PendahuluanObjek kajian pembelajaran biologi pada hakikatnya menyangkut dua aspek, yaitu biologi sebagai produk dan biologi sebagai proses. Biologi sebagai produk diartikan sebagai body of knowledge atau sekumpulan pengetahuan yang tersusun oleh fakta, konsep, prinsip, teori, dan hukum-hukum dalam biologi. Sedangkan biologi sebagai proses merupakan serangkaian kegiatan pembelajaran biologi yang mampu memberikan kesempatan kepada siswa untuk membangun sendiri pengetahuan konseptualnya. Depburman (2002,(154)(155)(156)(157)(158)(159)(160)(161)(162)(163)(164)(165)(166)(167)(168)(169)(170)(171)(172)) menyatakan bahwa pembelajaran biologi tidak cukup hanya dengan membekali siswa dengan pengetahuan atau konsep semata, namun siswa juga harus memposisikan dirinya layaknya seorang ilmuwan dalam menyelidiki, menginvestigasi, dan mengkonstruksi pengetahuan sains.Berdasarkan hakikat p...

RETRACTEDFollowing a rigorous and careful concerns and consideration in the review of the article published in Jurnal Inovasi Pendidikan IPA entitled “Pengaruh penerapan hypothetico-deductive reasoning dalam learning cycle terhadap keterampilan proses sains dan pemahaman konsep siswa” Vol 3, No 2, pp. 235-246, October 2017, DOI: http://dx.doi.org/10.21831/jipi.v3i2.9748This paper has been found to violate the  principles of Jurnal Inovasi Pendidikan IPA Publication and has been retracted.The article has contained redundant material and throughout a careful examination, the editor has found that the paper has also been published in Jurnal Bioedukatika, Vol. 5, No. 1, pp. 29-38, 2017, DOI: http://dx.doi.org/10.26555/bioedukatika.v5i1.6027The document and its content have been removed from Jurnal Inovasi Pendidikan IPA, and reasonable effort should be made to remove all references to this article.