PENGEMBANGAN KETERAMPILAN GENERIK SAINS, KETERAMPILAN BERPIKIR KRITIS, DAN PEMAHAMAN KONSEP MAHASISWA MELALUI PRAKTIKUM PROYEK MINI KIMIA BAHAN ALAM

Hakim, Aliefman (2014) PENGEMBANGAN KETERAMPILAN GENERIK SAINS, KETERAMPILAN BERPIKIR KRITIS, DAN PEMAHAMAN KONSEP MAHASISWA MELALUI PRAKTIKUM PROYEK MINI KIMIA BAHAN ALAM. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.

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Official URL: http://repusitory.upi.edu

Abstract

Penelitian ini bertujuan untuk mengembangkan model praktikum kimia bahan alam (KBA) dan meningkatkan keterampilan generik sains (KGS), keterampilan berpikir kritis (KBK), serta pemahaman konsep KBA mahasiswa. Penelitian ini termasuk mixed methods embedded experimental design research yang melibatkan data kualitatif dan data kuantitatif untuk menyelesaikan masalah penelitian. KBA merupakan mata kuliah pilihan pada jurusan Pendidikan Kimia dan jurusan Kimia yang mengkaji jenis, distribusi, dan fungsi metabolit sekunder (MS). Subjek penelitian 31 mahasiswa Pendidikan Kimia (kelas eksperimen) dan 28 mahasiswa Kimia (kelas kontrol) semester 6 tahun ajaran 2012/2013 pada salah satu universitas negeri di kota Mataram, Nusa Tenggara Barat, Indonesia. Kelas eksperimen memperoleh pembelajaran dengan Model Praktikum Proyek Mini Kimia Bahan Alam (MPPM-KBA) dan kelas kontrol dengan model praktikum verifikatif. Instrumen yang digunakan terdiri atas tes prasyarat praktikum, tes penguasaan konsep KBA yang terintegrasi dengan tes KGS dan KBK, lembar observasi, dan angket untuk mengetahui sikap mahasiswa terhadap kurikulum KBA dan persepsinya tentang MS, serta tanggapan mahasiswa terhadap MPPM-KBA. Karakteristik MPPM-KBA: pembelajaran berpusat pada mahasiswa, dosen bertindak sebagai fasilitator, proyek bersifat open ended, produk berupa isolat, dan mahasiswa bekerja dalam kelompok kecil. Komponen MPPM-KBA terdiri atas orientasi masalah, perancangan praktikum, presentasi proposal praktikum, implementasi kegiatan praktikum, presentasi hasil praktikum, evaluasi kegiatan praktikum dan penyimpulan konsep KBA kompleks. Walaupun tidak terdapat perbedaan n-gain KGS yang signifikan antara kedua kelas, kemampuan pengamatan tak langsung dan hukum sebab akibat kelas eksperimen lebih baik dibandingkan kelas kontrol. Pembelajaran dengan MPPM-KBA menunjukkan n-gain KGS tertinggi terjadi pada indikator kemampuan membangun konsep (66,69%) dan terendah terjadi pada indikator pengamatan tak langsung (57,39%). N-gain KBK kedua kelas berbeda signifikan. Pembelajaran dengan MPPM-KBA menunjukkan n-gain KBK tertinggi terjadi pada sub indikator menentukan suatu tindakan (memilih kriteria untuk mempertimbangkan solusi yang mungkin) sebesar 69,71% dan terendah terjadi pada sub indikator membuat dan menentukan nilai pertimbangan (menimbang dan membuat keputusan) sebesar 47,42%. Dengan MPPM-KBA, mahasiswa mengalami n-gain penguasaan konsep KBA yang lebih tinggi daripada mahasiswa yang memperoleh pembelajaran dengan model praktikum verifikatif. N-gain pemahaman konsep KBA tertinggi dengan MPPM-KBA terjadi pada konsep fraksinasi sebesar 76,29% dan terendah pada konsep kromatografi lempeng tipis sebesar 20,50%. Secara umum, mahasiswa memberikan tanggapan positif terhadap MPPM-KBA. Mahasiswa berpendapat bahwa penerapan model ini dapat memotivasi belajar dan meningkatkan penguasaan konsep KBA. Perlu dilakukan penelitian lanjutan terhadap MPPM-KBA untuk menunjukkan kemungkinan pengembangan keterampilan berpikir tingkat tinggi yang lain. The aims of this research was to develop a model of natural product (NP) laboratory in order to improve students’ generic science skills (GSS), critical thinking skills (CTS), and NP conceptual understanding. This study used a mixed methods embedded experimental design research that involving qualitative data and quantitative data to solve research problems. NP is an elective course both in the chemistry education and chemistry department, which analyzed the types, distribution, and function of secondary metabolites (SM). Subjects consisted of 31 students of chemistry education department (experimental class) and 28 students of chemistry department (control class) at the 6th semester of academic year 2012/2013 at one of state university in Mataram, West Nusa Tenggara Indonesia. Experimental class used natural product mini project laboratory model (NP-MPLM) and control class used verification laboratory models. The instruments used consist of precondition test, natural product concept test integrated with generic science skills test and critical thinking skills test, teaching materials laboratory, observation sheets, questionnaires to determine student attitudes toward NP chemistry curriculum, student perceptions about the secondary metabolites, and student response to NP-MPLM. Several NP-MPLM characteristics are: students centered learning in small groups, lecturer as facilitator, open ended mini project, and identification of SM as a project product. The components of NP- MPLM consist of: problem orientation, students designing and presenting laboratory activity proposal of NP. Implementation of the proposal, presentation results, evaluation of activities and analysis of the NP. Although there was no significant difference between experimental and control class in GSS, the ability of indirect observation and causality of experimental class were better than the control class. Learning with NP-MPLM showed the highest n-gain in GSS indicators for ability of concepts formation indicator (66.69 %) and the lowest n-gain occurred on indirect observations indicator (57.39 %). N-gain CTS in both classes were significantly different. Learning with NP-MPLM showed the highest n-gain on CTS indicator was 69.71% for deciding on an action (select criteria to judge possible solutions), while the smallest n-gain was 47.42% for the making and judging value judgments (balancing, weighing, and deciding) indicator. The students used NP-MPLM was higher in conceptual understanding of NP than students used verification laboratory model. Learning with NP-MPLM showed the highest n-gain of student conceptual mastery on fractionation concept (76.29%), while the lowest on thin layer chromatography concept (20.50%). In general, students gave positive responses to NP-MPLM. According to students, the application of this model can motivate and improve conceptual understanding of the natural products chemistry. It should be further research of NP-MPLM to increase other higher order thinking skills.

Item Type: Skripsi,Tesis,Disertasi (eprint_fieldopt_thesis_type_phd)
Additional Information: No.Panggil: D IPA HAK p-2014
Uncontrolled Keywords: Pengembangan Ketrampilan, Generik Sains
Subjects: L Education > L Education (General)
Divisions: Sekolah Pasca Sarjana > Pendidikan IPA S-3
Depositing User: Staff DAM
Date Deposited: 13 Mar 2015 02:04
Last Modified: 13 Mar 2015 02:04
URI: http://repository.upi.edu/id/eprint/14010

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