PENERAPAN HYBRIDIZED WRITING DALAM PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN LITERASI SAINS DAN KETERAMPILAN BERPIKIR KREATIF SISWA SMP
Hybridized writing merupakan salah satu bentuk kegiatan menulis dalam pembelajaran IPA yang memadukan teks ilmiah dengan teks naratif. Dalam penelitian ini, hybridized writing digunakan sebagai media untuk mengomunikasikan konsep yang diperoleh siswa selama mengikuti pembelajaran berbasis masalah. P...
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| Format: | Academic Paper |
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2016-08-30.
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| Online Access: | http://repository.upi.edu/33898/ |
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| LEADER | 05044 am a22003733u 4500 | ||
|---|---|---|---|
| 001 | repoupi_33898 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Syam Hadinugraha, - |e author |
| 245 | 0 | 0 | |a PENERAPAN HYBRIDIZED WRITING DALAM PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN LITERASI SAINS DAN KETERAMPILAN BERPIKIR KREATIF SISWA SMP |
| 260 | |c 2016-08-30. | ||
| 500 | |a http://repository.upi.edu/33898/1/T_IPA_1303105_Title.pdf | ||
| 500 | |a http://repository.upi.edu/33898/2/T_IPA_1303105_Abstract.pdf | ||
| 500 | |a http://repository.upi.edu/33898/3/T_IPA_1303105_Table_of_content.pdf | ||
| 500 | |a http://repository.upi.edu/33898/4/T_IPA_1303105_Chapter1.pdf | ||
| 500 | |a http://repository.upi.edu/33898/5/T_IPA_1303105_Chapter2.pdf | ||
| 500 | |a http://repository.upi.edu/33898/6/T_IPA_1303105_Chapter3.pdf | ||
| 500 | |a http://repository.upi.edu/33898/7/T_IPA_1303105_Chapter4.pdf | ||
| 500 | |a http://repository.upi.edu/33898/8/T_IPA_1303105_Chapter5.pdf | ||
| 500 | |a http://repository.upi.edu/33898/9/T_IPA_1303105_Bibliography.pdf | ||
| 500 | |a http://repository.upi.edu/33898/10/T_IPA_1303105_Appendix1.pdf | ||
| 500 | |a http://repository.upi.edu/33898/11/T_IPA_1303105_Appendix2.pdf | ||
| 500 | |a http://repository.upi.edu/33898/12/T_IPA_1303105_Appendix3.pdf | ||
| 500 | |a http://repository.upi.edu/33898/13/T_IPA_1303105_Appendix4.pdf | ||
| 500 | |a http://repository.upi.edu/33898/14/T_IPA_1303105_Appendix5.pdf | ||
| 520 | |a Hybridized writing merupakan salah satu bentuk kegiatan menulis dalam pembelajaran IPA yang memadukan teks ilmiah dengan teks naratif. Dalam penelitian ini, hybridized writing digunakan sebagai media untuk mengomunikasikan konsep yang diperoleh siswa selama mengikuti pembelajaran berbasis masalah. Penelitian bertujuan untuk menginvestigasi peningkatan literasi sains dan keterampilan berpikir kreatif siswa serta mendeskripsikan aktivitas siswa dalam pembelajaran tersebut. PISA dipilih sebagai kerangka literasi sains dan Torrance dipilih sebagai kerangka berpikir kreatif yang digunakan dalam penelitian. Subjek penelitian adalah siswa kelas VIII (n=72) di salah satu SMP di kota Bandung. Subjek terdiri atas dua kelas, yaitu kelas eksperimen dan kelas kontrol. Kedua kelas mengalamai pembelajaran berbasis masalah, namun hanya kelas eksperimen saja yang menerapkan kegiatan hybridized writing. Hasil penelitian menunjukkan bahwa hybridized writing dalam pembelajaran berbasis masalah memberikan pengaruh terhadap capaian literasi sains dan keterampilan berpikir kreatif siswa. Secara statistik, peningkatan literasi sains siswa kelas kontrol dan kelas eksperimen tidak berbeda signifikan. Namun, perbedaan signifikan nampak pada capaian berpikir kreatifnya. Siswa di kelas eksperimen memiliki capaian berpikir kreatif yang relatif lebih tinggi dibanding siswa di kelas kontrol. Pada literasi sains, capaian aspek menjelaskan fenomena ilmiah di kelas eksperimen meningkat lebih tinggi dibanding siswa di kelas kontrol. Pada keterampilan berpikir kreatif, capaian aspek elaboration dan originlaity di kelas eksperimen meningkat lebih tinggi dibanding di kelas kontrol. Adanya peningkatan tersebut menunjukkan pengaruh hybridized writing terhadap literasi sains dan berpikir kreatif siswa.---- Hybridized writing is one of writing activity in science learning combines scientific and narrative text. In this study, hybridized writing was employed as a task to communicate concepts that students gained from problem based learning. The study was aimed to investigate scientific literacy and creative thinking skill achievement and described student activity in writing hybridized. PISA's framework of scientific literacy and Torrance's creative thinking were adopted. Junior high school of eight-grade student were involved in this study (n=72). They were divided into experimental and control group. Problem-based learning was implemented in those groups, but only experimental group conducted hybridized writing. This study showed that hybridized writing in problem-based learning affected students' scientific literacy and creative thinking skills. Statistically, scientific literacy enhancement in both of experimental and control group were not different. However, the significantly differences observed in creative thinking achievement. The creative thinking skills of students in experimental group enhanced more higher relatively to control group's students. Then, this result was continued to specific aspects. Relatively, explaining phenomena scientifically in experimental group enhanced more higher than in control group. Relatively, elaboration and originality aspects of creative thinking in experimental group enhanced more higher than in control group. | ||
| 546 | |a en | ||
| 690 | |a L Education (General) | ||
| 690 | |a LB1603 Secondary Education. High schools | ||
| 690 | |a Q Science (General) | ||
| 655 | 7 | |a Thesis |2 local | |
| 655 | 7 | |a NonPeerReviewed |2 local | |
| 787 | 0 | |n http://repository.upi.edu/33898/ | |
| 787 | 0 | |n http://repository.upi.edu | |
| 856 | 4 | 1 | |u http://repository.upi.edu/33898/ |