PENERAPAN PROBLEM BASED LEARNING DENGAN PENDEKATAN METAKOGNITIF SOSIOSCIENTIFIC ISSUES UNTUK MENINGKATKAN KETERAMPILAN PENALARAN DAN ARGUMENTASI ILMIAH SISWA PADA TEMA ENERGI
Pada proses pembelajaran, keterampilan berpikir siswa dapat dikembangkan melalui pemecahan masalah dengan cara memperkaya pengalaman yang bermakna sehingga siswa mampu mengembangkan keterampilan yang dibutuhkan dalam menghadapi persaingan pada abad 21 seperti keterampilan penalaran dan argumentasi i...
Saved in:
| Main Author: | |
|---|---|
| Format: | Academic Paper |
| Published: |
2019-08-20.
|
| Subjects: | |
| Online Access: | http://repository.upi.edu/41753/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| LEADER | 06338 am a22002893u 4500 | ||
|---|---|---|---|
| 001 | repoupi_41753 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Husnul Chatimah, - |e author |
| 245 | 0 | 0 | |a PENERAPAN PROBLEM BASED LEARNING DENGAN PENDEKATAN METAKOGNITIF SOSIOSCIENTIFIC ISSUES UNTUK MENINGKATKAN KETERAMPILAN PENALARAN DAN ARGUMENTASI ILMIAH SISWA PADA TEMA ENERGI |
| 260 | |c 2019-08-20. | ||
| 500 | |a http://repository.upi.edu/41753/1/T_IPA_1706456_Title.pdf | ||
| 500 | |a http://repository.upi.edu/41753/2/T_IPA_1706456_Chapter1.pdf | ||
| 500 | |a http://repository.upi.edu/41753/3/T_IPA_1706456_Chapter2.pdf | ||
| 500 | |a http://repository.upi.edu/41753/4/T_IPA_1706456_Chapter3.pdf | ||
| 500 | |a http://repository.upi.edu/41753/5/T_IPA_1706456_Chapter4.pdf | ||
| 500 | |a http://repository.upi.edu/41753/6/T_IPA_1706456_Chapter5.pdf | ||
| 500 | |a http://repository.upi.edu/41753/7/T_IPA_1706456_Appendix.pdf | ||
| 520 | |a Pada proses pembelajaran, keterampilan berpikir siswa dapat dikembangkan melalui pemecahan masalah dengan cara memperkaya pengalaman yang bermakna sehingga siswa mampu mengembangkan keterampilan yang dibutuhkan dalam menghadapi persaingan pada abad 21 seperti keterampilan penalaran dan argumentasi ilmiah. Penelitian ini bertujuan untuk memperoleh informasi tentang pengaruh model pembelajaran PBL dengan pendekatan Metakognitif Sosioscientific Issues terhadap keterampilan penalaran dan argumentasi ilmiah siswa dibandingkan siswa yang diajarkan melalui model PBL dengan pendekatan Metakognitif. Rancangan penelitian menggunakan metode kuasi eksperimen dan desain pretest-postest control group design dengan subyek penelitian adalah siswa kelas VII di salah satu SMPN di Kota Banda Aceh, yang berjumlah 64 siswa. Penalaran ilmiah diukur dengan tes pilihan ganda yang terdiri dari 12 item yang dimodifikasi berdasarkan Lawson's Classroom Test of Scientific Reasoning yang terdiri dari 6 aspek yang diukur. Keterampilan berargumentasi diukur dengan tes uraian yang terdiri dari 4 item. Hasil analisis data menunjukkan perhitungan nilai rata-rata N-gain keterampilan penalaran ilmiah kelas kontrol sebesar 0,24 dengan kategori rendah, sedangkan pada kelas eksperimen 0,36 dalam kategori sedang. Keterampilan argumentasi ilmiah kelas kontrol sebesar 0,40 dengan kategori sedang sedangkan kelas eksperimen 0,57 dalam kategori sedang. Adapun peningkatan aspek penalaran ilmiah yang tertinggi yaitu aspek Hypothetical Deductive Reasoning dengan kategori sedang, sedangkan peningkatan terendah pada aspek Control of Variables dengan kategori rendah. Berdasarkan hasil uji beda rata-rata N-gain keterampilan penalaran ilmiah dan argumentasi ilmiah pada taraf signifikansi alpha 0,05 diperoleh nilai sebesar 0,155 dan 0,086 yang menunjukkan terdapat perbedaan rata-rata peningkatan pada kelas yang diajarkan dengan menggunakan model PBL dengan pendekatan MSI dan PBL dengan pendekatan Metakognitif. Selain itu, berdasarkan perhitungan nilai effect size diperoleh angka sebesar 0,5 untuk keterampilan penalaran dan 0,57 untuk argumentasi ilmiah. Hal tersebut bermakna bahwa model pembelajaran PBL dengan pendekatan MSI memberikan pengaruh terhadap peningkatan keterampilan penalaran dan argumentasi ilmiah siswa. In the learning process, students' thinking skills can be developed through problem solving by enriching meaningful experiences so that students are able to develop skills needed in facing competition in the 21st century such as scientific reasoning and argumentation skills. In this regard, this study aims to obtain information about the influence of PBL learning models using the MSI approach to scientific reasoning skills and students' scientific argumentation abilities compared to students taught through PBL models using the Metacognitive approach. The design of the study used the quasi-experimental method and the design of the pretest-posttest control group design with the research subjects were seventh grade students in one of the junior high schools in Banda Aceh, which amounted to 64 students divided into the control class and the experimental class. The experimental class of 32 students received PBL using the MSI approach and the control class as many as 32 students received PBL learning using the Metacognitive approach to the theme of energy. Scientific reasoning is measured by a multiple-choice test consisting of 12 items modified based on Lawson's Classroom Test of Scientific Reasoning, which consists of 6 aspects measured. Argumentation ability is measured by a description test consisting of 4 items. The quality of the test instruments was tested through validity and reliability. The data analysis technique used is the N-Gain test, two different test averages and effect size. The results of data analysis showed the calculation of the average value of N-gain scientific reasoning skills of the control class of 0.24 with a low category, while in the experimental class 0.36 in the medium category. The scientific argumentation ability of the control class is 0.40 with the moderate category while the experimental class 0.57 is in the moderate category. The highest increase in the scientific reasoning aspect is the Hypothetical Deductive Reasoning aspect with the moderate category, while the lowest increase is in the low category of Control of Variables. Based on the results of the average N-gain difference in scientific reasoning skills and scientific arguments at the alpha significance level of 0.05 obtained a value of 0.155 and 0.086 which shows there are differences in the average increase in classes taught using PBL models using the MSI and PBL use the Metacognitive approach. In addition, based on the calculation of the value of the effect size obtained a number of 0.5 for scientific reasoning skills and 0.57 for the ability of scientific argumentation. This means that the PBL learning model using the MSI approach provides a major influence on the improvement of scientific reasoning skills and scientific argumentation of students. | ||
| 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/41753/ | |
| 787 | 0 | |n http://repository.upi.edu | |
| 856 | 4 | 1 | |u http://repository.upi.edu/41753/ |