Students’ Cognitive And Attitude Of Secondary School In Learning Global Warming Using Student Team Achievement Division (STAD) Based On Gender

Aldila, Melvin (2015) Students’ Cognitive And Attitude Of Secondary School In Learning Global Warming Using Student Team Achievement Division (STAD) Based On Gender. S1 thesis, Universitas Pendidikan Indonesia.

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Abstract

This study is titled students’ cognitive and attitude of secondary school in learning global warming using student team achievement division (STAD) based on gender. This study was intended to investigate students’ cognitive and attitude of secondary school in learning global warming using Student Team Achievement Division (STAD) based on gender. This study was coducted at one of bilingual boarding school in Bandung. This study uses quasi-experimental method with matching pretest posttest comparison group design while the number of subject in the girl class is 15 (N=15) and in the boy class is 15 (N=15). Data is gained through cognitive test which measured by Blooms taxonomy cognitive level (C1-C6), questionnaire which measured by Test of Science Related Attitude (TOSRA) adapted from Barry J. Fraser, and observation sheet to ensure the implementation of STAD adapted from Robert E. Slavin. The result shows that student who learn global warming using STAD has an improvement on their cognitive score especially in the girl class. Meanwhile girl class has higher students’ attitude result in three scales of TOSRA that are; attitude to scientific inquiry, adoption of scientific attitude, and enjoyment of science lessons. Along with the students’ cognitive result, girl class also has better science related attitude than the boy class. Thus, it can be concluded that there is significant difference of students’ cognitive and attitude at girl and boy class in learning global warming using STAD. Penelitian ini berjudul kognitif dan afektif siswa sekolah menengah pertama dalam pembelajaran pemanasan global menggunakan Student Team Achievement Division (STAD) berdasarkan gender. Penelitian ini menekankan pada penginvestigasian kognitif dan afektif siswa sekolah menengah pertama dalam pembelajaran pemanasan global menggunakan Student Team Achievement Division (STAD) berdasarkan gender. Penelitian ini dilakukan di salah satu sekolah bilingual di Bandung. Penelitian ini menggunakan metode quasi-experimental dengan desain matching pretest posttest comparison group sedangkan subjeknya berjumlah 15 orang pada kelas perempuan (N=15) dan 15 orang pada kelas laki-laki (N=15). Data penelitian didapatkan melalui tes kognitif yang diukur berdasarkan Blooms taxonomy cognitive level (C1-C6), kuesioner yang diukur berdasarkan Test of Science Related Attitude (TOSRA) yang diadaptasi dari Barry J. Fraser, dan lembar observasi untuk mengobservasi pengimplementasian STAD itu sendiri yang diadaptasi dari Robert E. Slavin. Hasil dari penelitian ini menunjukan bahwa siswa yang mempelajari pemanasan global menggunakan STAD mengalami peningkatan dalam skor kognitif mereka terutama pada kelas perempuan. Selain itu kelas perempuan memiliki hasil skor afektif yang lebih tinggi pada 3 skala indikator sikap dari TOSRA yaitu; attitude to scientific inquiry, adoption of scientific attitude, and enjoyment of science lessons. Seiring dengan hasil kognitif siswa, kelas perempuan juga memiliki hasil skor afektif yang lebih baik daripada kelas laki-laki. Jadi, dapat disimpulkan bahwa ada perbedaan yang signifikan dari kognitif dan afektif siswa dalam kelas perempuan dan laki-laki pada pembelajaran pemanasan global menggunakan STAD

Item Type: Skripsi Tesis Atau Disertasi (S1)
Additional Information: No. Panggil : S IPSE ALD s-2015; pembimbing : I. Fransisca S. T. , II. Yayan Sanjaya
Uncontrolled Keywords: Student Team Achievement Division (STAD), students’ cognitive, students’ attitude, global warming, gender
Subjects: Q Science > Q Science (General)
Divisions: Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > International Program on Science Education
Depositing User: Staff DAM
Date Deposited: 29 Oct 2015 04:47
Last Modified: 29 Oct 2015 04:47
URI: http://repository.upi.edu/id/eprint/18493

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