Oktavian, Catur Nurrochman (2015) PENERAPAN MODEL PEMBELAJARAN BERBASIS PROYEK DALAM PEMBELAJARAN IPS UNTUK MENGEMBANGKAN KEPEDULIAN SISWA TERHADAP LINGKUNGAN: studi eksperimen kuasi di smp negeri 1 kemang, kabupaten bogor, jawa-barat. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini didasari oleh masalah kurang pedulinya siswa terhadap lingkungan. Menanamkan kesadaran dan tanggung jawab akan kepedulian lingkungan salah satu langkahnya adalah melalui pembelajaran IPS. Secara umum penelitian ini bertujuan untuk melihat perbedaan efektifitas model pembelajaran berbasis proyek dalam pembelajaran IPS di kelas eksperimen dan penggunaan model berbasis masalah di kelas kontrol untuk mengembangkan sikap kepedulian siswa terhadap lingkungan. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen kuasi (quasi experiment). Adapun desain penelitian yang digunakan adalah Non Equivalent Pre Test-Post Test Control Group Design. Populasi dalam penelitian adalah seluruh siswa kelas VII SMP Negeri 1 Kemang Kabupaten Bogor. Pengambilan sampel sebanyak dua kelas, yaitu kelas VII-9 sebagai kelas eksperimen, dan kelas VII-5 sebagai kelas kontrol. Data penelitian dikumpulkan melalui angket skala sikap, hasil pengamatan (observasi), dan wawancara. Hasil uji hipotesis penelitian memberikan kesimpulan: (1) Terdapat perbedaan sikap kepedulian terhadap lingkungan yang signifikan atas pengukuran awal (pre-tes) dan pengukuran akhir (pos-tes) setelah mengikuti pembelajaran di kelas eksperimen; (2). Terdapat perbedaan sikap kepedulian terhadap lingkungan yang signifikan atas pengukuran awal (pre-tes) dan pengukuran akhir (pos-tes) setelah mengikuti pembelajaran di kelas kontrol; (3). Tidak terdapat perbedaan sikap kepedulian siswa terhadap lingkungan antara kelas eksperimen dan kelas kontrol. Sikap kepedulian siswa terhadap lingkungan nampak meningkat setelah mengikuti pembelajaran diantaranya terlihat dari munculnya kedisiplinan dalam membuang sampah di tempatnya, penghijauan kelas, kerja bakti membersihkan coretan di meja dan dinding kelas, dan aktif dalam menjalankan piket kelas. Hasil penelitian ini juga menunjukkan terdapat respon positif dari siswa, karena pembelajaran berbasis proyek memberikan tugas-tugas proyek yang menantang, dan memberikan kesempatan pada siswa untuk mengembangkan rasa percaya diri serta mengasah daya kreatifitas. Aktifitas siswa dalam pembelajaran meningkat, terlihat dari keterlibatan siswa secara aktif dan mandiri dalam penyelesaian tugas-tugas proyek selama proses pembelajaran. Guru merespon positif dan memandang bahwa proses pembelajaran IPS dengan menerapkan model pembelajaran berbasis proyek memiliki keunggulan-keunggulan diantaranya yaitu: dapat meningkatkan pengetahuan dan pemahaman guru tentang sintaks model pembelajaran yang inovatif, dan meningkatkan kemampuan serta keterampilan guru dalam mengelola, mengorganisasikan, dan melaksanakan pembelajaran di kelas. Kendala-kendala yang ditemui dalam implementasi model pembelajaran berbasis proyek adalah membutuhkan alokasi waktu dan persiapan guru yang cukup lama agar dapat berjalan dengan baik. Selain itu, keterampilan dan cara pandang guru terhadap model pembelajaran yang inovatif juga amat diperlukan agar implementasi model berjalan efektif. ---------- The research was prompted by students’ lack of environmental awareness. Cultivating concern and responsibility for environmental awareness can be carried out through social studies teaching and learning. In general, the research aimed to see differences in the effectiveness of project-based learning model in social studies teaching and learning in the experimental class and the use of problem-based learning model in the control class to develop students’ environmental awareness. It employed quantitative approach with quasi-experimental method. The design used was Non-Equivalent Pretest-Posttest Control Group Design. The population of this research included all seventh graders of SMP Negeri (State Junior Secondary School) 1 Kemang, Bogor Regency. Sample was taken for two classes, namely class VII-9 as the experimental class, and class VII-5 as the control class. Data were collected through attitude-scale questionnaires, observation, and interview. The test of the research hypothesis reveals the following: (1) There was a significant difference in environmental awareness between pre-test and post-test after teaching and learning in the experimental class; (2) There was a significant difference in environmental awareness between pre-test and post-test after teaching and learning in the control class; (3) There was no difference in environmental awareness between students of the experimental and control classes. Students’ environmental awareness appeared to improve after teaching and learning, as can be observed from their discipline in putting trash to its place, communal work to clean up scribbles on the desk and classroom walls, and active participation in keeping the classroom clean. The research results also show positive responses from students because project-based learning gives project assignments that provided them with opportunities to develop their confidence and hone their creativity. Students’ activity in teaching and learning increased, as observed from their active involvement and independence in completing the projects during the teaching and learning process. Teachers responded positively and viewed that social studies teaching and learning process implementing project-based model had more advantages, namely: It could improve teachers’ knowledge and understanding of the syntax of innovative learning models and improve their abilities and skills in managing, organizing, and conducting instruction in the classroom. The obstacles encountered in the implementation of this project-based learning model were time allocation and the long preparation for teachers in order for the model to work well. In addition, teachers’ view and skills of innovative learning models are highly needed for effective model implementation.
| Item Type: | Thesis (S2) |
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| Additional Information: | No. Panggil: T IPS OKT: p-2015 ; Pembimbing: I. Enok Maryani |
| Uncontrolled Keywords: | Model Pembelajaran Berbasis Proyek, Kepedulian Lingkungan, Pembelajaran IPS |
| Subjects: | H Social Sciences > H Social Sciences (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan IPS S-2 |
| Depositing User: | Mr. Tri Agung |
| Date Deposited: | 28 Jul 2016 01:50 |
| Last Modified: | 28 Jul 2016 01:50 |
| URI: | http://repository.upi.edu/id/eprint/20666 |
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