PENERAPAN PENDEKATAN RETENTION-BASED LEARNING DALAM PEMBELAJARAN PENCEMARAN TANAH TERHADAP PENGUASAAN KONSEP DAN SELF-EFFICACY SISWA SMA

Wardatul Jannah, - and Adi Rahmat, - and Amprasto, - (2025) PENERAPAN PENDEKATAN RETENTION-BASED LEARNING DALAM PEMBELAJARAN PENCEMARAN TANAH TERHADAP PENGUASAAN KONSEP DAN SELF-EFFICACY SISWA SMA. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh pendekatan Retention-based learning (RBL) terhadap penguasaan konsep dan self-efficacy peserta didik pada materi pencemaran tanah. Pendekatan RBL menekankan pentingnya pengulangan terarah, penguatan konsep, dan pengaitan informasi secara bermakna untuk meningkatkan retensi dalam memori jangka panjang. Penelitian menggunakan metode kuasi eksperimen dengan desain non-equivalent control group design. Subjek penelitian terdiri atas 59 peserta didik kelas X SMA, terbagi ke dalam kelompok eksperimen (30 peserta didik) yang menggunakan pendekatan Retention-based learning dan kelompok kontrol (29 peserta didik) menggunakan pembelajara konvensional. Kelompok eksperimen mengikuti pembelajaran melalui empat tahapan RBL, yaitu: (1) apersepsi untuk membangkitkan pengetahuan awal dengan media visual dan pertanyaan pemantik; (2) eksplorasi konsep melalui pengamatan dan diskusi kontekstual tentang jenis, sumber, dan dampak pencemaran tanah; (3) penyajian dan pembahasan konsep oleh peserta didik dan guru; serta (4) konfirmasi, penguatan, dan retensi konsep melalui tanya jawab reflektif dan kegiatan merangkum. Instrumen penelitian meliputi tes penguasaan konsep pilihan ganda, angket self-efficacy, dan angket persepsi. Data dianalisis menggunakan uji normalitas, homogenitas, dan uji Mann-Whitney. Hasil menunjukkan bahwa terdapat perbedaan yang signifikan antara kelompok eksperimen dan kontrol dalam penguasaan konsep dan self-efficacy, di mana kelompok eksperimen memperoleh skor yang lebih tinggi. Temuan ini mengindikasikan bahwa pendekatan RBL efektif digunakan untuk meningkatkan pemahaman konseptual dan keyakinan diri peserta didik, terutama dalam pembelajaran kontekstual berbasis masalah seperti pencemaran tanah. Kebaruan penelitian ini terletak pada penerapan RBL pada materi aplikatif pencemaran tanah serta analisis self-efficacy yang masih jarang diteliti. This study aims to analyze the effect of the Retention-based learning (RBL) approach on students’ conceptual understanding and self-efficacy in the topic of soil pollution. RBL emphasizes the importance of structured repetition, concept reinforcement, and meaningful connection of information to enhance long-term memory retention. The study employed a quasi-experimental method with a non-equivalent control group design. The research subjects consisted of 59 tenth-grade high school students, divided into an experimental group (30 students) and a control group (29 students). The experimental group underwent learning through four key RBL phases: (1) apperception to activate prior knowledge using visual media and guiding questions; (2) concept exploration through observation and contextual discussion of types, sources, and impacts of soil pollution; (3) presentation and discussion of concepts by students and teacher; and (4) confirmation, reinforcement, and retention of concepts through reflective questioning and summarization activities. The instruments used included a multiple-choice conceptual understanding test, a self-efficacy questionnaire, and a perception questionnaire. Data were analyzed using normality, homogeneity, and Mann-Whitney tests. The results revealed significant differences between the experimental and control groups in both conceptual understanding and self-efficacy, with the experimental group achieving higher scores. These findings indicate that the RBL approach is effective in enhancing students’ conceptual mastery and self-confidence, particularly in contextual, problem-based science learning such as soil pollution. The novelty of this research lies in the application of RBL to the application material of soil pollution and the analysis of self-efficacy which has rarely been studied.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?view_op=list_works&hl=en&user=UUdRLC8AAAAJ ID SINTA Dosen Pembimbing: Adi Rahmat: 5986402 Amprasto: 5988635
Uncontrolled Keywords:	Kata kunci: Retention-based learning, penguasaan konsep, self-efficacy, pencemaran tanah Keywords: Retention-based learning, conceptual understanding, self-efficacy, soil pollution
Subjects:	G Geography. Anthropology. Recreation > GE Environmental Sciences L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Biologi - S1 > Program Studi Pendidikan Biologi
Depositing User:	Wardatul Jannah
Date Deposited:	07 Sep 2025 11:00
Last Modified:	07 Sep 2025 11:00
URI:	http://repository.upi.edu/id/eprint/137321

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