Rini Rudianti Fatimah, - (2023) PENGARUH PENERAPAN STRATEGI THINK-READ-GROUP-SHARE-REFLECT (TRGSR) TERHADAP KEMAMPUAN LITERASI NUMERIK DAN PENGUASAAN KONSEP SISWA PADA MATERI PERUBAHAN LINGKUNGAN. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk mengungkap pengaruh penerapan strategi Think-Read-Group-Share-Reflect (TRGSR) terhadap kemampuan literasi numerik dan penguasaan konsep siswa pada materi perubahan lingkungan. Metode penelitian yang digunakan adalah quasy experiment dengan desain penelitian pre-test post-test control group design. Partisipan penelitian adalah siswa SMA kelas X terdiri dari 30 siswa kelas eksperimen menggunakan strategi TRSGR dan 33 siswa kelas kontrol menggunakan metode konvensional (diskusi dan ceramah). Instrumen penelitian ini terdiri dari tes literasi numerik mengacu pada Asesmen Kompetensi Minimum (AKM), tes penguasaan konsep dengan level kognitif C1-C5 dalam bentuk soal pilihan ganda, angket respon siswa dan lembar observasi keterlaksanaan TRGSR. Kemampuan awal siswa diuji pada saat pre-test, sedangkan post-test dilaksanakan setelah pembelajaran. Menurut hasil uji hipotesis menunjukkan bahwa kemampuan literasi numerik kelas kontrol dengan kelas eksperimen setelah pembelajaran dilihat dari hasil post-test tidak berbeda signifikan (sign. 0,069), begitupun untuk kemampuan penguasaan konsep siswa setelah pembelajaran pada materi perubahan lingkungan tidak berbeda signifikan (sign. 0,082). Namun, untuk menulusuri sejauh mana pengaruh strategi TRGSR ini, dilakukan perhitungan nilai N-Gain. Nilai N-Gain literasi numerik dan penguasaan konsep kelas eksperimen ada pada kategori sedang dan N-Gain literasi numerik dan penguasaan konsep kelas kontrol pada kategori rendah. Berdasarkan hasil analisis tersebut dapat disimpulkan strategi TRGSR walaupun berpengaruh sama terhadap peningkatan literasi numerik dan penguasaan konsep kelas eksperimen dengan kelas kontrol, namun strategi TRGSR juga berpotensi untuk meningkatkan kemampuan literasi numerik dan penguasaan konsep. Hasil angket respon siswa juga menunjukkan bahwa sebagian besar siswa memberikan respon positif terhadap pembelajaran menggunakan strategi TRGSR. This study aims to reveal the effect of applying the Think-Read-Group-Share-Reflect (TRGSR) strategy on students' numerical literacy abilities and mastery of concepts in environmental change material. The research method used was a quasi experiment with a pre-test post-test control group design. The research participants were high school students in class X consisting of 30 students in the experimental class using the TRSGR strategy and 33 students in the control class using conventional methods (discussions and lectures). The research instrument consisted of a numerical literacy test referring to the Minimum Competency Assessment (AKM), a concept mastery test with cognitive levels C1-C5 in the form of multiple-choice questions, student response questionnaires and observation sheets of TRGSR implementation. Students' initial abilities are tested during the pre-test, while the post-test is carried out after learning. According to the results of the hypothesis test, it showed that the numerical literacy abilities of the control class and the experimental class after learning were seen from the post-test results were not significantly different (sign. 0.069), as well as for students' mastery of concepts after learning about environmental change material was not significantly different (sign. 0.082). However, to trace the extent of the influence of the TRGSR strategy, the N-Gain value was calculated. The N-Gain value of numerical literacy and concept mastery in the experimental class is in the medium category and the N-Gain in numerical literacy and concept mastery in the control class is in the low category. Based on the results of this analysis, it can be concluded that although the TRGSR strategy has the same effect on increasing numerical literacy and conceptual mastery of the experimental class as the control class, the TRGSR strategy also has the potential to improve numerical literacy skills and mastery of concepts. The results of the student response questionnaire also showed that the majority of students gave a positive response to learning using the TRGSR strategy.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?hl=id&user=kwGahV4AAAAJ ID SINTA Dosen Pembimbing Sariwulan Diana : 6035050 https://scholar.google.com/citations?hl=id&user=JO_zuo8AAAAJ ID SINTA Dosen Pembimbing Eni Nuraeni : 6003416 |
| Uncontrolled Keywords: | strategi TRGSR, literasi numerik, penguasaan konsep, perubahan lingkungan |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QH Natural history > QH301 Biology |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Biologi > Program Studi Pendidikan Biologi |
| Depositing User: | Rini Rudianti Fatimah |
| Date Deposited: | 07 Sep 2023 04:09 |
| Last Modified: | 07 Sep 2023 04:09 |
| URI: | http://repository.upi.edu/id/eprint/102724 |
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