PROFIL CAPAIAN KNOWLEDGE INTEGRATION (KI) SISWA SMP MELALUI SOAL TIMSS PADA KONSEP LINGKUNGAN

Mutiar, Dimas (2015) PROFIL CAPAIAN KNOWLEDGE INTEGRATION (KI) SISWA SMP MELALUI SOAL TIMSS PADA KONSEP LINGKUNGAN. S1 thesis, Universitas Pendidikan Indonesia.

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

Abstract

Penelitian ini berdasarkan teori tentang cara dan proses berfikir siswa selama proses pembelajaran dari sudut pandang Knowledge Integrtions (KI), yang bertujuan untuk mengidentifikasi Capaian KI siswa SMP pada soal TIMSS tahun 2003, 2007, dan 2011 pada konsep pengetahuan lingkungan. Capaian KI diukur menggunakan rubrik KI yang dibedakan menjadi lima level berdasarkan jawaban siswa, mulai dari tidak memberikan jawaban (No Response), siswa memberikan ide yang tidak relevan dengan konteks pertanyaan (Off Task), siswa menjawab dengan ide non-normative (No KI), siswa menjawab dengan ide normative tetapi tidak membuat hubungan (link) antar ide tersebut (Partial KI), siswa membuat link antar dua ide normative (Full KI), siswa membuat dua link atau lebih (Complex KI). Penelitian deskriptif ini melibatkan 67 siswa SMP di salah satu sekolah yang ada di Kabupaten Bandung Barat. Data penelitian dijaring melalui pemberian soal TIMSS tahun 2003, 2007, dan 2011, angket respon siswa, dan wawancara terbuka dengan guru mata pelajaran. Berdasarkan hasil penelitian dan pembahasan didapatkan bahwa capaian KI siswa SMP paling besar terdapat pada level Partial KI, baik yang dimiliki oleh siswa laki-laki maupun siswa perempuan, dan level Partial KI ini banyak ditemukan pada soal domain kognitif applying. Hal ini menunjukan bahwa siswa SMP mengalami kesulitan dalam membuat hubungan antar ide normative pada konsep pengetahuan lingkungan. ---------- Achievements Profile Of Knowledge Integrations (KI) Junior High Students Through TIMSS Items Of Environmental Concept Dimas Mutiar This study is based on theories about how students think and learn during the studying process from the standpoint of Knowledge Integrtions (KI), which aims to identify Outcomes KI junior high school students in TIMSS 2003, 2007, and 2011 on the concept of environmental science. Achievement KI is measured using a rubric KI were divided into five levels based on students' answers, ranging from not give an answer (No Response), students giving ideas that are not relevant to the context of the question (Off Task), students answer with non-normative ideas (No. KI) , students answer the normative ideas but did not make the connection (link) between the ideas (Partial KI), students create a link between two normative ideas (Full KI), students make two or more link (Complex KI). This descriptive study included 67 students of junior high school in West Bandung regency. The research data captured through the provision of TIMSS 2003, 2007, and 2011, student questionnaire responses, and open interviews with subject teachers. Based on the results of research and discussion showed that the achievements of the greatest KI junior high school students are at level Partial KI, both owned by male students and female students, and the level of Partial KI is most found in domain cognitive applying. This shows that the junior high school students have difficulty to make the relationship between normative ideas on the concept of environmental science.

Item Type: Skripsi,Tesis,Disertasi (S1)
Additional Information: No. Panggil: S BIO MUT p-2015; Pembimbing: I. Siti Sriyati, II. Tina Safaria
Uncontrolled Keywords: Knowledge Integrations, No response, Off Task, No KI, Partial KI, Full KI, Complex KI, link, normative, non-normative, pengetahuan lingkungan
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > QH Natural history > QH301 Biology
Divisions: Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Biologi
Depositing User: Mr. Tri Agung
Date Deposited: 28 Jul 2016 02:13
Last Modified: 28 Jul 2016 02:13
URI: http://repository.upi.edu/id/eprint/20870

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