Asyah Dwi Hastika, - (2024) PENERAPAN PROGRAM BOTANICAL ECO-GAMIFICATION PADA MATERI PEMBANGUNAN BERKELANJUTAN TERHADAP KOMPETENSI ESD, TEAM WORK DAN MOTIVASI MAHASISWA CALON GURU BIOLOGI. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Pendidikan untuk pembangunan berkelanjutan (ESD) bertujuan untuk mengembangkan kompetensi keberlanjutan sebagai kunci dalam menghadapi tantangan global. Pengembangan kompetensi ESD, kemampuan bekerja sama dan motivasi belajar diperlukan bagi calon guru biologi sebagai fasilitator pendidikan berkelanjutan. Botanical Eco-Gamification merupakan program pembelajaran yang menggabungkan unsur ekologi botani dan gamifikasi untuk meningkatkan minat dan keterlibatan mahasiswa dalam mempromosikan praktik pembangunan berkelanjutan. Penelitian ini bertujuan untuk menjelaskan pengaruh penerapan program pembelajaran Botanical Eco-Gamification terhadap kompetensi ESD, kemampuan team work dan motivasi belajar mahasiswa calon guru biologi. Penelitian ini menggunakan metode pre-experimental dengan one group pretest-posttest dan one group posttest only design. Subjek penelitian berjumlah 72 orang mahasiswa calon guru biologi yang mengontrak mata kuliah Biodiversitas, Pengetahuan Lingkungan dan Konservasi di salah satu Perguruan Tinggi di Bandung-Jawa Barat. Teknik sampling yang digunakan adalah convenience sampling. Pengumpulan data penelitian dilakukan dengan menggunakan beberapa instrumen yaitu: 1) instrumen tes (pilihan ganda dan uraian terbuka) pada kompetensi ESD (domain kognitif), 2) angket self assesment dan peer assesment pada kompetensi ESD (domain afektif), 3) lembar observasi pada kemampuan team work, dan 4) kuesioner pada motivasi belajar mahasiswa dan respon terhadap pembelajaran. Hasil penelitian menunjukkan bahwa: (1) Penerapan program Botanical Eco-Gamification memberikan pengaruh secara signifikan terhadap kompetensi ESD, kemampuan team work dan motivasi belajar mahasiswa calon guru biologi, (2) Peningkatan nilai rata-rata kompetensi ESD dengan capaian N-Gain dalam kategori sedang (0,57) dengan capaian nilai rata-rata awal sebesar 68,89 dengan kategori baik menjadi 83,63 dengan kategori sangat baik. (3) Capaian kemampuan team work mahasiswa dalam kategori baik (85,88), dan terdapat korelasi yang cukup kuat dan signifikan dengan kompetensi ESD pada domain afektif, (4) Peningkatan motivasi belajar mahasiswa dengan capaian N-Gain dalam kategori tinggi (0,70) dengan capaian awal pada kategori cukup termotivasi (69,43) menjadi sangat termotivasi (91,03), (5) Respon mahasiswa terhadap progam Botanical Eco-Gamification dalam kategori sangat baik (86,79), 6) Terdapat korelasi yang cukup kuat dan signifikan antara kompetensi ESD dengan kemampuan team work, serta motivasi belajar mahasiswa calon guru biologi. Education for sustainable development (ESD) aims to develop competencies as a key in facing global challenges. The development of ESD competencies and the ability to work together as well as motivation to learn are necessary for prospective biology teachers as facilitators of sustainable education. Botanical Eco-Gamification is a learning program that combines elements of botanical ecology and gamification to increase student interest and involvement in promoting sustainable development practices. This study aims to explain the effect of implementing the Botanical Eco-Gamification learning program on ESD competencies, teamwork skills and learning motivation of prospective biology teacher students. This study used pre-experimental method with one group pretest-posttest and one group posttest only design. The subjects of this study were 72 prospective biology teacher students who contracted Biodiversity, Environmental Knowledge and Conservation courses at one of the Universities in Bandung-West Java. The data collection technique of the research conducted was netted by using several instruments, namely: 1) test instrument (multiple choice and open description) on ESD competence (cognitive domain), 2) self assessment and peer assessment questionnaire on ESD competence (affective domain), 3) observation sheet on team work ability, and 4) questionnaire on student learning motivation and response to learning. The results showed that: (1) The implementation of the Botanical Eco-Gamification program significantly influenced the ESD competence, teamwork skills and learning motivation of biology teacher candidates, (2) The increase in the average score of ESD competence with the achievement of N-Gain in the moderate category (0.57) with the achievement of the initial average score of 63.63 in the good category to 83.38 in the excellent category. (3) The achievement of students' teamwork skills in the good category (85.88), and there is a fairly strong and significant correlation with ESD competence in the affective domain, (4) Increased student learning motivation with N-Gain achievements in the high category (0.70) with initial achievements in the moderately motivated category (69, 43) to be very motivated (91.03), (5) Student response to the Botanical Eco-Gamification program in the very good category (86.79), (6) There is a fairly strong and significant correlation between ESD competencies with teamwork skills, and learning motivation of undergraduate biology students.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?user=EtOwQ8wAAAAJ&hl=id ID SINTA Dosen Pembimbing: Saefudin : 6721267 Bambang Supriatno : 5992701 |
| Uncontrolled Keywords: | Kompetensi ESD, Team work, Motivasi Belajar, Botanical Eco-Gamification, Outdoor learning. ESD Competency, Teamwork, Learning Motivation, Botanical Eco-Gamification, Outdoor Learning. |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education Q Science > QH Natural history > QH301 Biology |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Biologi S-2 |
| Depositing User: | Asyah Dwi Hastika |
| Date Deposited: | 25 Mar 2024 06:31 |
| Last Modified: | 25 Mar 2024 06:31 |
| URI: | http://repository.upi.edu/id/eprint/116382 |
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