PEMBELAJARAN IPA TERPADU DENGAN PENERAPAN MODEL EXPERIENTIAL LEARNING UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN PROSES SAINS SISWA SMP PADA TOPIK TEKANAN

Ridyah, Surya Warni (2015) PEMBELAJARAN IPA TERPADU DENGAN PENERAPAN MODEL EXPERIENTIAL LEARNING UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN PROSES SAINS SISWA SMP PADA TOPIK TEKANAN. S2 thesis, Universitas Pendidikan Indonesia.

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

Abstract

Penelitian ini bertujuan untuk mengidentifikasi peningkatan penguasaan konsep dan keterampilan proses sains siswa SMP setelah penerapan model Experiential Learning pada pembelajaran Ilmu Pengetahuan Alam Terpadu dengan topik tekanan. Metode penelitian yang digunakan adalah pre-experiment dengan desain one-group pretest-postest yang dilakukan di salah satu SMP Negeri di Kota Bandung, dengan sampel siswa kelas VIII H sebanyak 34 siswa pada semester 2 tahun ajaran 2014/2015. Instrumen penelitian berupa soal pretest dan posttest untuk mengukur peningkatan penguasaan konsep dan keterampilan proses sains, lembar observasi keterlaksanaan pembelajaran dan angket untuk mengetahui tanggapan siswa terhadap pelaksanaan model Experiential Learning. Hasil penelitian menunjukkan pembelajaran IPA Terpadu dengan penerapan model Experiential Learning dapat meningkatkan penguasaan konsep dan keterampilan proses sains siswa SMP pada topik tekanan. Hal ini dapat dilihat dari rata-rata skor N-Gain dari penguasaan konsep siswa sebesar 0,55 berada pada kategori sedang. Rata-rata N-gain untuk setiap aspek penguasaan konsep yang ditinjau yaitu mengingat (C1), memahami (C2), mengaplikasikan (C3), dan menganalisis (C4), masing-masing mengalami peningkatan. Secara berurut rata-rata N-gain dari yang terbesar hingga terkecil adalah aspek mengingat (0,61), menganalisis (0,54), mengaplikasikan (0,47) dan memahami (0,42). Untuk rata-rata N-gain keterampilan proses sains adalah 0,53 pada kategori sedang. Peningkatan masing-masing indikator keterampilan proses sains memiliki nilai yang bervariasi secara berurut dari yang terbesar hingga terkecil yaitu: berhipotesis (0,65), interpretasi (0,58), menerapkan konsep (0,36) dan mengkomunikasikan (0,35),. Hasil-hasil ini menunjukkan model Experiential Learning merupakan salah satu model pembelajaran yang dapat meningkatkan penguasaan konsep dan keterampilan proses sains siswa. Kata Kunci: Experiential Learning, penguasaan konsep, keterampilan proses sains, tekanan This study aims to identify the increasing mastery of concepts and skills of junior high school science students after the application of the Experiential Learning in Integrated Science learning with pressure topics. The method used is pre-experimental with design pretest-posttest of one-group which was conducted in one of the Junior High School in Bandung, with a sample of eighth grade students (Class VIII H) as many as 34 students in the 2nd half of 2014/2015 academic year. The research instrument like pretest and posttest to measure the increase of mastery of concepts and science process skills, learning observation sheets and questionnaires to determine the response of students to the implementation of Experiential Learning model. The results showed integrated science learning by implementation of Integrated Experiential Learning model can improve understanding of science concepts and process skills of junior high school students on the topic of pressure. It can be seen from the average score of N-Gain of student’s mastery of concepts of 0.55 in middle category. The average N-gain for every aspect of concepts mastery which are reviewed are : remembering (C1), understanding (C2), applying (C3), and analyzing (C4), respectively increased. Sequentially the average of N-gain from largest to smallest is remembering (0.61), analyzing (0.54), applying (0.47) and understanding (0.42). For the average N-gain of KPS is 0.53 in the medium category. Increased each KPS's indicator has a value that varies in sequence from largest to smallest: hypothesizing (0.65), interpretating (0.58), applying the concept (0.36) and communicating (0.35).These results indicate the model of Experiential Learning is one of learning model that can improve students' mastery of concepts and KPS. Keywords: Experiential learning, mastery of concepts, science process skills, pressure

Item Type: Skripsi,Tesis,Disertasi (S2)
Additional Information: No. Panggil : T IPA RID p-2015; Pembimbing : I. Siti Sriyati, II. Hayat Sholihin
Uncontrolled Keywords: Experiential Learning, penguasaan konsep, keterampilan proses sains, tekanan
Subjects: L Education > L Education (General)
Q Science > Q Science (General)
Divisions: Sekolah Pasca Sarjana > Pendidikan IPA S-2
Depositing User: Mrs. Neni Sumarni
Date Deposited: 08 Mar 2016 06:30
Last Modified: 08 Mar 2016 06:30
URI: http://repository.upi.edu/id/eprint/19487

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