Raditha Putri Cahyani, - and Adi Rahmat, - and Yanti Hamdiyati, - (2025) EMOSI SISWA DALAM PENERAPAN CONSTRUCTIVE RETRIEVAL PADA MATERI DAUR BIOGEOKIMIA SERTA PENGARUHNYA TERHADAP CONCEPT IMAGE DAN LITERASI LINGKUNGAN. S2 thesis, Universitas Pendidikan Indonesia.
Abstract
Materi daur biogeokimia memiliki karakter yang kompleks dan menjadi tantangan bagi siswa untuk memahami dan mengaplikasikan materi tersebut pada kehidupan sehari-hari. Tantangan ini berdampak pada lemahnya concept image dan rendahnya literasi lingkungan siswa. Penelitian bertujuan untuk menganalisis pengaruh penerapan constructive retrieval pada materi daur biogeokimia terhadap concept image dan literasi lingkungan siswa, serta peran emosi siswa dalam penerapan strategi tersebut. Constructive retrieval merupakan strategi yang digunakan untuk menjaga retensi pengetahuan siswa, baik pengetahuan faktual maupun konseptual, berupa latihan soal konstruktif dan feedback yang diterapkan setiap pekan di luar jam pelajaran. Penelitian ini menggunakan desain mixed method sekuensial eksplanatori, dengan pendekatan kuantitatif sebagai data utama dan kualitatif sebagai data pendukung. Data kuantitatif diperoleh dari kuesioner emosi siswa, tes concept image, serta tes dan kuesioner literasi lingkungan. Data kualitatif concept image siswa diperoleh dari kelengkapan atribut pada jawaban siswa dan hasil wawancara. Partisipan penelitian adalah siswa kelas 10 SMA yang mengikuti pembelajaran materi daur biogeokimia pada bab ekosistem selama tiga pekan. Analisis data dilakukan melalui uji statistik beda rata-rata antara kelas eksperimen yang diterapkan constructive retrieval dan kelas kontrol yang tidak diterapkan constructive retrieval pada masing-masing variabel. Keterkaitan antar variabel juga dianalisis secara statistik menggunakan Multivariate Analysis of Variance (MANOVA). Hasil penelitian menunjukkan bahwa 63% siswa memiliki emosi pada kategori cenderung positif, yaitu memiliki lebih dari 5 komponen emosi positif pada rentang skor 6-9 dan lebih dari 5 emosi negatif pada rentang skor 1-5, terhadap penerapan constructive retrieval. Siswa dapat menerima penerapan strategi constructive retrieval dengan emosi yang positif tanpa merasa terbebani. Constructive retrieval dapat menurunkan zone of concept image differentiation (ZCID) lebih tinggi dibandingkan kelas yang tidak menerapkan constructive retrieval. Sehingga, siswa memiliki concept image yang lebih mendekati scientific conception. Constructive retrieval juga memiliki pengaruh terhadap literasi lingkungan siswa, terutama pada komponen pengetahuan ekologi dan keterampilan kognitif. Dengan hasil N-gain literasi lingkungan kelas eksperimen berada pada kategori sedang (g=0.34) sedangkan pada kelas kontrol berada pada kategori rendah (g=0.25). Disamping itu, hasil analisis keterkaitan antar variabel menunjukkan bahwa emosi siswa dalam penerapan constructive retrieval tidak memiliki hubungan yang signifikan terhadap concept image dan literasi lingkungan (p=0.390). Namun, concept image memiliki hubungan yang signifikan (p=0.000;R2=0.483) dengan literasi lingkungan. Temuan penelitian ini menunjukkan bahwa constructive retrieval diterima secara positif oleh siswa dan dapat diterapkan sebagai strategi belajar untuk mengembangkan concept image siswa yang kemudian berpengaruh pada pengembangan literasi lingkungannya. Concept image menjadi pondasi pengetahuan yang dapat menunjang penguasaan komponen pengetahuan ekologi serta keterampilan kognitif dalam literasi lingkungan. The biogeochemical cycle is a complex topic that poses challenges for students to understand and apply in daily life. These challenges lead to weak concept images and low levels of environmental literacy among students. This study aims to analyze the effect of applying constructive retrieval on students’ concept images and environmental literacy in biogeochemical cycle material, as well as the role of students’ emotions in implementing this strategy. Constructive retrieval is a strategy designed to maintain students’ knowledge retention, both factual and conceptual, through constructive practice questions and feedback applied weekly outside of regular class hours. This study employed a sequential explanatory mixed-method design, with quantitative data as the primary source and qualitative data as supporting evidence. Quantitative data were collected through students’ emotion questionnaires, concept image tests, and environmental literacy tests and questionnaires. Qualitative data on students’ concept images were obtained from the completeness of attributes in students’ answers and interviews. The participants were 10th-grade high school students who studied biogeochemical cycle material in the ecosystem chapter over three weeks. Data analysis was conducted using statistical mean difference tests between the experimental class, which applied constructive retrieval, and the control class, which did not, for each variable. Relationships among variables were also analyzed statistically using Multivariate Analysis of Variance (MANOVA). The findings showed that 63% of students demonstrated predominantly positive emotions, characterized by more than five positive emotional components in the score range of 6–9 and more than five negative emotions in the score range of 1–5, toward the application of constructive retrieval. Students accepted the strategy positively without feeling burdened. Constructive retrieval reduced the zone of concept image differentiation (ZCID) to a greater extent compared to the control class, enabling students to develop concept images closer to scientific conceptions. Furthermore, constructive retrieval influenced students’ environmental literacy, particularly in ecological knowledge and cognitive skills components. The N-gain results showed that environmental literacy in the experimental class was in the medium category (g=0.34), while the control class was in the low category (g=0.25). Additionally, the analysis revealed that students’ emotions in applying constructive retrieval did not significantly correlate with concept images or environmental literacy (p=0.390). However, concept images showed a significant correlation with environmental literacy (p=0.000; R²=0.483). These findings suggest that constructive retrieval is positively received by students and can be applied as a learning strategy to develop concept images, which in turn support the advancement of environmental literacy. Concept images serve as a foundation of knowledge that underpins ecological knowledge and cognitive skills within environmental literacy.
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| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | ID Google Scholar Raditha Putri Cahyani: https://scholar.google.com/citations?hl=en&user=rlO1hjQAAAAJ ID SINTA Dosen Pembimbing Adi Rahmat: 5986402 Yanti Hamdiyati: 6007061 |
| Uncontrolled Keywords: | constructive retrieval, concept image, literasi lingkungan, emosi siswa, pembelajaran daur biogeokimia biogeochemical learning, constructive retrieval, concept image, emotions, environmental literacy |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education Q Science > QH Natural history |
| Depositing User: | Raditha Putri Cahyani |
| Date Deposited: | 16 Sep 2025 03:40 |
| Last Modified: | 16 Sep 2025 03:40 |
| URI: | http://repository.upi.edu/id/eprint/137542 |
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