PENERAPAN MODEL PROJECT BASED LEARNING (PjBL) DALAM PEMBELAJARAN IPA TERPADU TIPE SHARED DAN INTEGRATED PADA TEMA DAUR ULANG SAMPAH UNTUK MENINGKATKAN KREATIVITAS SISWA
This study aims to describe the improvement of students' creativity between classes applied by PjBL model in shared type of science learning, PjBL model in integrated type of science learning and the PjBL model in science learning without any integration. The research method used is a quasi exp...
Saved in:
| Main Author: | |
|---|---|
| Format: | Academic Paper |
| Published: |
2017-08-18.
|
| Subjects: | |
| Online Access: | http://repository.upi.edu/33263/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| LEADER | 04381 am a22003373u 4500 | ||
|---|---|---|---|
| 001 | repoupi_33263 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Mariyam, _ |e author |
| 245 | 0 | 0 | |a PENERAPAN MODEL PROJECT BASED LEARNING (PjBL) DALAM PEMBELAJARAN IPA TERPADU TIPE SHARED DAN INTEGRATED PADA TEMA DAUR ULANG SAMPAH UNTUK MENINGKATKAN KREATIVITAS SISWA |
| 260 | |c 2017-08-18. | ||
| 500 | |a http://repository.upi.edu/33263/1/T_IPA_1507761_Title.pdf | ||
| 500 | |a http://repository.upi.edu/33263/2/T_IPA_1507761_Abstract.pdf | ||
| 500 | |a http://repository.upi.edu/33263/3/T_IPA_1507761_Table_of_content.pdf | ||
| 500 | |a http://repository.upi.edu/33263/4/T_IPA_1507761_Chapter1.pdf | ||
| 500 | |a http://repository.upi.edu/33263/5/T_IPA_1507761_Chapter2.pdf | ||
| 500 | |a http://repository.upi.edu/33263/6/T_IPA_1507761_Chapter3.pdf | ||
| 500 | |a http://repository.upi.edu/33263/7/T_IPA_1507761_Chapter4.pdf | ||
| 500 | |a http://repository.upi.edu/33263/8/T_IPA_1507761_Chapter5.pdf | ||
| 500 | |a http://repository.upi.edu/33263/9/T_IPA_1507761_Bibliography.pdf | ||
| 500 | |a http://repository.upi.edu/33263/10/T_IPA_1507761_Appendix1.pdf | ||
| 500 | |a http://repository.upi.edu/33263/11/T_IPA_1507761_Appendix2.pdf | ||
| 500 | |a http://repository.upi.edu/33263/12/T_IPA_1507761_Appendix3.pdf | ||
| 520 | |a This study aims to describe the improvement of students' creativity between classes applied by PjBL model in shared type of science learning, PjBL model in integrated type of science learning and the PjBL model in science learning without any integration. The research method used is a quasi experiment with the matching-only pre test-post test design. The samples of this study are 108 students consisting of 36 students (experiment class 1st), 35 students (experiment class 2nd) and 37 students (control class 3rd) at one of Junior High School in Tanggamus, Lampung. The results show that class applied by PjBL model with shared type of science learning has significant difference in creativity improvement than class applied by PjBL model in science learning without any integration. Class applied by PjBL model with integrated type of science learning has no significant difference in creativity improvement than class applied by PjBL model in science learning without any integration. Class applied by PjBL model in shared type of science learning has N-gain 0.43 with medium criterion, class applied by PjBL model in integrated type of science learning has N-gain 0,23 with low criterion and class applied by PjBL model in science learning without any integration has N-gain 0.17 with low criteria.---- Penelitian ini bertujuan untuk mendeskripsikan peningkatan kreativitas siswa antara kelas yang diterapkan model PjBL dalam pembelajaran IPA terpadu tipe shared, kelas yang diterapkan model PJBL dalam pembelajaran IPA terpadu tipe integrated dan kelas yang diterapkan model PJBL dalam pembelajaran IPA tanpa keterpaduan. Metode yang digunakan adalah kuasi eksperimen dan desain penelitian yang digunakan adalah the nonequvalent (pre-test and post-test) control group design. Jumlah sampel yang digunakan sebanyak 108 siswa yang terdiri dari 36 siswa (kelas eksperimen 1), 35 siswa (kelas eksperimen 2) dan 37 siswa (kelas kontrol) pada salah satu SMPN di Tanggamus, Lampung. Hasil menunjukkan bahwa kelas yang diterapkan model PjBL dalam pembelajaran IPA terpadu tipe shared memiliki perbedaan peningkatan kreativitas yang signifikan dengan kelas diterapkan model PjBL dalam pembelajaran IPA tanpa keterpaduan. Kelas yang diterapkan model PjBL dalam pembelajaran IPA terpadu tipe integrated tidak memiliki perbedaan peningkatan kreativitas yang signifikan dengan kelas diterapkan model PjBL dalam pembelajaran IPA tanpa keterpaduan. Kelas yang diterapkan model PjBL dalam pembelajaran IPA terpadu tipe shared memiliki N-gain 0,43 dengan kriteria sedang, kelas yang diterapkan model PjBL dalam pembelajaran IPA terpadu tipe shared memiliki N-gain 0,23 dengan kriteria rendah dan kelas yang diterapkan model PjBL dalam pembelajaran IPA tanpa keterpaduan memiliki N-gain 0,17 dengan kriteria rendah. | ||
| 546 | |a en | ||
| 690 | |a L Education (General) | ||
| 690 | |a Q Science (General) | ||
| 655 | 7 | |a Thesis |2 local | |
| 655 | 7 | |a NonPeerReviewed |2 local | |
| 787 | 0 | |n http://repository.upi.edu/33263/ | |
| 787 | 0 | |n http://repository.upi.edu | |
| 856 | 4 | 1 | |u http://repository.upi.edu/33263/ |