PENGEMBANGAN MEDIA PEMBELAJARAN VIDEO GAME PENCEMARAN AIR UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN METAKOGNITIF SISWA

Haerani, Rosita Putri Rahmi (2015) PENGEMBANGAN MEDIA PEMBELAJARAN VIDEO GAME PENCEMARAN AIR UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN METAKOGNITIF SISWA. S2 thesis, Universitas Pendidikan Indonesia.

[img]
Preview
Text
T_IPA_1303039_Title.pdf

Download (252kB) | Preview
[img]
Preview
Text
T_IPA_1303039_Abstract.pdf

Download (264kB) | Preview
[img]
Preview
Text
T_IPA_1303039_Table_of_content.pdf

Download (224kB) | Preview
[img]
Preview
Text
T_IPA_1303039_Chapter1.pdf

Download (287kB) | Preview
[img] Text
T_IPA_1303039_Chapter2.pdf
Restricted to Staf Perpustakaan

Download (443kB)
[img]
Preview
Text
T_IPA_1303039_Chapter3.pdf

Download (632kB) | Preview
[img] Text
T_IPA_1303039_Chapter4.pdf
Restricted to Staf Perpustakaan

Download (1MB)
[img]
Preview
Text
T_IPA_1303039_Chapter5.pdf

Download (140kB) | Preview
[img]
Preview
Text
T_IPA_1303039_Bibliography.pdf

Download (399kB) | Preview
[img] Text
T_IPA_1303039_Appendix1.pdf
Restricted to Staf Perpustakaan

Download (1MB)
[img] Text
T_IPA_1303039_Appendix2.pdf
Restricted to Staf Perpustakaan

Download (527kB)
Official URL: http://repository.upi.edu

Abstract

Penelitian pengembangan (Research and Development) ini bertujuan untuk mengembangkan media pembelajaran video game yang dapat meningkatkan penguasaan konsep dan keterampilan metakognitif siswa. Penelitian dilaksanakan disalah satu SMP Negeri di Kabupaten Bandung Barat pada 1 kelas VII dengan 22 siswa. Instrumen yang digunakan berupa, tes penguasaan konsep, tes keterampilan metakognitif, angket validasi ahli diberikan kepada ahli media dan materi untuk melihat kelayakan media, dan angket respon siswa. Berdasarkan hasil analisis data penelitian didapatkan bahwa: 1) Pengembangan desai video game pencemaran Air melalui beberapa tahapan yaitu terdiri dari : analisis kebutuhan, membuat desain media, pembuatan media, validasi oleh ahli materi, ahli media, dan pengguna, revisi produk, implementasi, dan evaluasi. Sehingga dihasilkan desain video game untuk meningkatkan penguasaan konsep dan keterampilan metakognitif dengan karakteristik terdiri dari; (1) masalah, (2) tantangan tugas yang harus diselesaikan /tujuan yang harus dicapai, (3) Aturan, (4) peran karakter, (5) lingkungan gaming dimana para pemain berinteraksi, (6) evaluasi, 2) media pembelajaran video game secara umum masih belum dapat memfasilitasi penguasaan konsep siswa, tetapi terdapat konsep yang dapat difasilitasi lebih baik oleh game yaitu konsep ekosistem, siklus air, dan kualitas air, game juga memfasilitasi lebih baik kemampuan memahami (C2), serta dapat memfasilitasi kemampuan menganalisis (C4), setelah bermain game siswa mampu membangun model metal mengenai konsep Interaksi Makhluk hidup dan lingkungan, 3) media pembelajaran video game secara umum masih belum dapat memfasilitasi keterampilan metakognitif siswa, tetapi terdapat keterampilan metakognitif yang dapat difasilitasi lebih baik oleh game yaitu keterampilan planning dan evaluating, 4) Respon siswa sangat baik tehadap game yang telah dikembangkan.----------This Research and Development (R & D) study aims to develop video game as instructional media that can improve the students’ mastery of concepts and metacognitive skillfullness. .This study was set in a junior high school seventh-grade classroom in West Bandung regency, involved 1 class with 22 students. Mastery of concept assessment including multiple choice and draw an environment rubric that was developed, a questionnaire instrumernt, metacognitive Activities Inventoy will focuses on students’ metacognitive skillfullness, expert validation questionnaire given to the expert media and content, was employed to examine feasibility of video game as instructional media, and student questionnaire responses,was employed to examine student response to video game as instructional media. Based on the analysis of data: 1) the procedure of this video game design development is doing preliminary research , design media , media creation , validation by content experts , media experts , and users , the revision of the product , and product trials, video game design characterized by; conflict , Action - Domain Link , Rule , fantasy , Representation , Debriefing, 2) this study stated that in general, learning science by using video game are still not able to facilitate mastery of concept of students, but there were concepts that can be better facilitated by the game, that is the concept of ecosystems, water cycle and water quality, ability to understand (C2) also can be better facilitated by the game, and Educational games facilitate the ability to analyze (C5), and after playing the game students are able to build a metal model of the interaction of living beings and the environment concept, 3) video games in general are still not able to facilitate the students' metacognitive skillfullness, but there were metacognitive skills that can be better facilitated by the game, that is planning and evaluating skills, 4) student response to video game game that has been developed is on very good category.

Item Type: Skripsi,Tesis,Disertasi (S2)
Additional Information: No.Panggil : T IPA HAE p-2015 ; Pembimbing : I. Riandi, II. Ari Widodo
Uncontrolled Keywords: media pembelajaran interaktif, video game IPA, keterampilan metakognitif, penguasaan konsep
Subjects: Q Science > Q Science (General)
Divisions: Sekolah Pasca Sarjana > Pendidikan IPA S-2
Depositing User: Mr. Tri Agung
Date Deposited: 28 Jul 2016 02:06
Last Modified: 28 Jul 2016 02:06
URI: http://repository.upi.edu/id/eprint/20759

Actions (login required)

View Item View Item