PENERAPAN STRATEGI WRITING-TO-LEARN DALAM PEMBELAJARAN FISIKA UNTUK MENINGKATKAN LITERASI SAINS SISWA KELAS XI SMA PADA MATERI FLUIDA DINAMIS
Penelitian ini bertujuan untuk mengetahui pengaruh penerapan strategi Writing-to-Learn dalam meningkatkan kemampuan literasi sains. Strategi Writing-to-Learn merupakan strategi pembelajaran yang dilakukan saat kegiatan pembelajaran berlangsung dan pemberian tugas menulis terstruktur untuk mengkonstr...
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| Format: | Academic Paper |
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2017-07-28.
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| Online Access: | http://repository.upi.edu/3297/ |
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| LEADER | 04612 am a22003133u 4500 | ||
|---|---|---|---|
| 001 | repoupi_30297 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Krisdianti, Niken Resminingpuri |e author |
| 245 | 0 | 0 | |a PENERAPAN STRATEGI WRITING-TO-LEARN DALAM PEMBELAJARAN FISIKA UNTUK MENINGKATKAN LITERASI SAINS SISWA KELAS XI SMA PADA MATERI FLUIDA DINAMIS |
| 260 | |c 2017-07-28. | ||
| 500 | |a http://repository.upi.edu/30297/1/S_FIS_1300086_Title.pdf | ||
| 500 | |a http://repository.upi.edu/30297/2/S_FIS_1300086_Abstract.pdf | ||
| 500 | |a http://repository.upi.edu/30297/3/S_FIS_1300086_Table_of_content.pdf | ||
| 500 | |a http://repository.upi.edu/30297/4/S_FIS_1300086_Chapter1.pdf | ||
| 500 | |a http://repository.upi.edu/30297/5/S_FIS_1300086_Chapter2.pdf | ||
| 500 | |a http://repository.upi.edu/30297/6/S_FIS_1300086_Chapter3.pdf | ||
| 500 | |a http://repository.upi.edu/30297/7/S_FIS_1300086_Chapter4.pdf | ||
| 500 | |a http://repository.upi.edu/30297/8/S_FIS_1300086_Chapter5.pdf | ||
| 500 | |a http://repository.upi.edu/30297/9/S_FIS_1300086_Bibliography.pdf | ||
| 500 | |a http://repository.upi.edu/30297/10/S_FIS_1300086_Appendix.pdf | ||
| 520 | |a Penelitian ini bertujuan untuk mengetahui pengaruh penerapan strategi Writing-to-Learn dalam meningkatkan kemampuan literasi sains. Strategi Writing-to-Learn merupakan strategi pembelajaran yang dilakukan saat kegiatan pembelajaran berlangsung dan pemberian tugas menulis terstruktur untuk mengkonstruksi pemahaman siswa. Metode penelitian yang digunakan adalah quasi experimental. Desain penelitian yang digunakan dalam penelitian ini adalah nonequivalent control group design. Sampel penelitian diambil dari populasi penelitian, yaitu kelas XI MIA di salah satu SMA Negeri di kota Bandung, yang ditentukan dengan purposive sampling. Subjek penelitian adalah dua kelas XI yang terdiri atas 35 siswa kelas eksperimen dan 29 siswa kelas kontrol. Uji kemampuan literasi sains menggunakan soal pilihan ganda dengan lima option sejumlah 25 soal yang bentuknya disetarakan dengan instrumen yang digunakan oleh PISA. Peningkatan kemampuan literasi sains dianalisis menggunakan n-gain dan keefektifan strategi writing-to-learn dalam meningkatkan kemampuan literasi sains dianalisis menggunakan effect size. Hasil menunjukkan bahwa peningkatan literasi sains kelas eksperimen <g>=0,39 termasuk ke dalam kategori sedang, sementara n-gain kelas kontrol <g>=0,14 termasuk ke dalam kategori rendah. Kefektifan strategi writing-to-learn untuk meningkatkan kemampuan literasi sains ditunjukkan oleh nilai effect size d=1,425 termasuk ke dalam kategori tinggi. Hal ini menunjukkan bahwa strategi writing-to-learn efektif meningkatkan kemampuan literasi sains. ;---The objective of this research was to find out the influence of implementing the writing-to-learn strategy in improve the science literacy ability. Writing-to-Learn strategy is learning strategy that used during learning activities be held in the class room and giving structured writing tasks to constructing students' understanding. The method used was quasi-experimental design. Research design used in this research was nonequivalent control group design. The sample of the research was obtained from the research population, grade XI MIA (Mathematics and Natural Sciences) at one of the State Senior High School in Bandung, determined with purposive sampling. The subject of the research was two grade XI classes consisting of 35 students of experimental class and 29 students of control class. Testing the scientific literacy ability used the multiple-choice format with 5 possible answers with the total of 25 questions that the form has been equivalent to the PISA assessment instruments. The enhancement of the scientific literacy ability was analyzed using N-gain and the effectiveness of the writing-to-learn strategies in enhancing the scientific literacy ability was analyzed using effect size. The result revealed that the enhancement of experimental class <g>=0,39 fell within the medium category, meanwhile N-gain of control class <g>=0,14 fell within the low category. The effectiveness of the writing-to-learn strategies in improve the scientific literacy ability as shown by the value of effect size d=1,425 fell within high category. It revealed that the writing-to-learn strategies were effective to improve the scientific literacy ability. | ||
| 546 | |a en | ||
| 690 | |a L Education (General) | ||
| 690 | |a QC Physics | ||
| 655 | 7 | |a Thesis |2 local | |
| 655 | 7 | |a NonPeerReviewed |2 local | |
| 787 | 0 | |n http://repository.upi.edu/30297/ | |
| 787 | 0 | |n http://repository.upi.edu | |
| 856 | 4 | 1 | |u http://repository.upi.edu/3297/ |