PENGARUH PENERAPAN ARGUMENTASI ILMIAH TERSTRUKTUR TERHADAP PERSEPSI SISWA TENTANG HAKIKAT SAINS DAN KETERAMPILAN BERARGUMENTASI DALAM TOPIK SISTEM TRANSPORTASI

Indragani, Taurusina (2015) PENGARUH PENERAPAN ARGUMENTASI ILMIAH TERSTRUKTUR TERHADAP PERSEPSI SISWA TENTANG HAKIKAT SAINS DAN KETERAMPILAN BERARGUMENTASI DALAM TOPIK SISTEM TRANSPORTASI. Other thesis, Universitas Pendidikan Indonesia.

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Abstract

Penelitian ini bertujuan untuk menyelidiki pengaruh penerapan argumentasi ilmiah terstruktur terhadap persepsi siswa mengenai hakikat sains dan keterampilan berargumentasi dalam hubungannya dengan isu sosial ilmiah pada topik pembelajaran sistem transportasi. Hakikat sains dan keterampilan berargumentasi merupakan dua hal yang penting dimiliki siswa untuk dapat memiliki literasi ilmiah yang penting untuk dapat mengetahui dan melakukan sains. Penelitian ini dilangsungkan di sebuah sekolah menengah atas di kota Bandung, Indonesia. Partisipan dari penelitian ini adalah 65 orang siswa kelas XI MIA yang terbagi ke dalam dua kelas percobaan yang keduanya mendapatkan pembelajaran argumentasi dengan menggunakan desain penelitian Pretest-Posttest Comparative Experiment Design. Kelas eksperimen 1 mendapatkan pembelajaran argumentasi ilmiah tidak terstruktur sementara kelas eksperimen 2 mendapatkan argumentasi ilmiah terstruktur. Data persepsi hakikat sains dijaring menggunakan kuesioner VNOS-B, sedangkan data keterampilan berargumentasi dijaring menggunakan kuesioner argumentasi adaptasi Toulmin. Analisis meliputi persepsi siswa terkait aspek-aspek dalam hakikat sains (empirik, tentatif, subjektif, hukum dan teori berbeda dalam sains, penggunaan banyak metode dalam sains, aspek sosial budaya dalam sains, dan kreativitas dalam sains) dan komponen argumentasi mereka (klaim, data, warrant, backing, rebuttal). Analisis yang telah dilakukan menunjukkan terdapatnya perbedaan pada kedua kelas eksperimen dalam hal frekuensi dan persentase pada kategori persepsi informed, intermediary dan naive dalam hal persepsi hakikat sains, dan juga dalam kategori informed, intermediary dan naïve dalam aspek-aspek keterampilan berargumentasi. Kelas eksperimen 1 dan kelas eksperimen 2 mengalami peningkatan dan penurunan pada masing-masing kategori persepsi dan kategori keterampilan berargumentasi. Secara keseluruhan, kelas eksperimen 2 tampak memiliki persepsi hakikat sains dan keterampilan berargumentasi yang lebih baik dbandingkan kelas eksperimen 1. ---------- This study aimed to investigate the effect of the application of structured scientific argumentation to students' views about the nature of science and the argumentation skills in relation to social issues scientifically in the transportation system topic. Nature of science and skills to argue both are important to student to have a scientific literacy that are important to know and doing science. This study took place at a senior high school in Bandung, Indonesia. Participants of this study were 65 students of class XI science program that devided in two class experiment that both have an argumentation instruction by applying Pretest-Posttest Comparative Experiment Design. Experimental class 1 get structured scientific argument, while the experimental class 2 get non-structured scientific argument. View of nature of science are take with VNOS-B, whereas skills argue are take with argumentation questionnaire adapted from Toulmin. The analysis includes students' views related aspects of the nature of science (empirical, tentative, subjective, different laws and theories in science, the use of many methods in science, socio-cultural aspects in science, and creativity in science) and the components of their arguments (claims data , warrant, backing, rebuttal). The analysis was performed frequency and percentage difference in the grouping category informed, intermediary and naïve of students' perception of the nature of science and also in the grouping category informed, intermediary and naïve of argumentation skills aspects. Both the experimental classes had an improvement and a reduction for the informed, intermediary, and the naïve view of nature of science and argumentation skills. Therefore, it was known that the experimental class 2 tended to have a better understanding about the views of nature of science and argumentation skills than experimental class 1. Keywords: Views of Nature of Science, Skills Argue, Argument Scientific Structured

Item Type: Thesis (Other)
Additional Information: No. Panggil: S BIO IND p-2015; Pembimbing: Yusuf Hilmi Adisendjaja, II. Mimin Nurjhani K
Uncontrolled Keywords: Persepsi Hakikat Sains, Keterampilan Berargumentasi, Argumentasi Ilmiah Terstruktur
Subjects: B Philosophy. Psychology. Religion > B Philosophy (General)
L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LB Theory and practice of education > LB2300 Higher Education
Q Science > Q Science (General)
Q Science > QH Natural history > QH301 Biology
Divisions: Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Biologi > Program Studi Pendidikan Biologi
Depositing User: Mr. Tri Agung
Date Deposited: 28 Jul 2016 02:14
Last Modified: 28 Jul 2016 02:14
URI: http://repository.upi.edu/id/eprint/20875

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