Wahidah, Nu Sopiah (2015) ANALISIS STRUKTUR DAN KEMUNCULAN TINGKAT KOGNITIF PADA DESAIN KEGIATAN LABORATORIUM MATERI FOTOSINTESIS. S1 thesis, Universitas Pendidikan Indonesia.
|
Text
S_BIO_1104665_Title.pdf Download (11kB) | Preview |
|
|
Text
S_BIO_1104665_Abstract.pdf Download (192kB) | Preview |
|
|
Text
S_BIO_1104665_Table_of_content.pdf Download (219kB) | Preview |
|
|
Text
S_BIO_1104665_Chapter1.pdf Download (222kB) | Preview |
|
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
S_BIO_1104665_Chapter2.pdf Restricted to Staf Perpustakaan Download (509kB) |
|
|
Text
S_BIO_1104665_Chapter3.pdf Download (421kB) | Preview |
|
|
Text
S_BIO_1104665_Chapter4.pdf Restricted to Staf Perpustakaan Download (628kB) |
|
|
Text
S_BIO_1104665_Chapter5.pdf Download (56kB) | Preview |
|
|
Text
S_BIO_1104665_Bibliography.pdf Download (277kB) | Preview |
|
|
Text
S_BIO_1104665_Appendix1.pdf Restricted to Staf Perpustakaan Download (261kB) |
|
|
Text
S_BIO_1104665_Appendix2.pdf Restricted to Staf Perpustakaan Download (314kB) |
|
|
Text
S_BIO_1104665_Appendix3.pdf Restricted to Staf Perpustakaan Download (282kB) |
Abstract
Kurikulum IPA menuntut proses pembelajaran yang menitikberatkan pada aktivitas siswa. Guru dituntut untuk memberikan pengalaman kongkret pada siswa melalui kegiatan praktikum agar siswa dapat mengkonstruk pengetahuannya. Dalam kegiatan praktikum biasanya guru menyediakan pedoman berupa Lembar Kerja Siswa (LKS) atau Desain Kegiatan Laboratorium (DKL). Berdasarkan studi lapangan Supriatno (2009), hanya 24% DKL yang dapat dikerjakan dengan hasil sesuai prosedur dan tuntas dari segi analisis data dan penarikan kesimpulan, sehingga tidak menunjang konstruksi pengetahuan. Untuk itu diperlukan analisis untuk mengetahui apakah DKL yang digunakan sudah menunjang konstruksi pengetahuan. Analisis DKL ini mengacu pada diagram Vee dan taksonomi Bloom revisi karena keduanya menuntun siswa untuk mengkonstruksi pengetahuannya. Penelitian ini merupakan penelitian deskriptif dengan teknik sampling purposive. Data penelitian dijaring dengan tabel hasil uji langka kerja, tabel keberadaan komponen diagram Vee, tabel penskoran diagram Vee, serta tabel taksonomi Bloom revisi. Hasil penelitian dari 16 sampel DKL SMP dan 5 sampel DKL SMA materi fotosintesis menunjukkan bahwa masih terdapat kesalahan prosedur dan instruksi yang tidak terstruktur. Hasil analisis komponen diagram Vee menunjukkan umumnya komponen yang muncul yaitu pertanyaan fokus, objek/event, teori, prinsip, konsep serta klaim pengetahuan. Komponen yang umumnya belum muncul yaitu catatan/transformasi. Hasil analisis skor diagram Vee menunjukkan setiap komponen diagram Vee pada DKL SMP dan SMA umumnya belum mencapai skor ideal. Hasil analisis kemunculan tingkat kognitif menunjukkan tingkat kognitif yang umumnya dituntut DKL SMP dan SMA yaitu C1, C2 dan C3, dengan kategori dominan prosedural C3. Tingkat kognitif ini sudah sesuai dengan tuntutan KD SMP, namun tidak sesuai dengan tuntutan KD SMA. ---------- The curriculum of IPA requires a learning process that focuses on student activity. Teachers are required to provide concrete experience to students through practical activities for students to construct their knowledge. In practice, the activities that teachers usually provide is guidance in the form of Lembar Kerja Siswa (LKS) or Desain Kegiatan Laboratorium (DKL). According to Supriatno’s field studies (2009), only 24% design laboratory that can be done with the appropriate procedures and complete results in terms of data analysis and conclusion, so it does not support the construction of knowledge. It requires the analysis to determine whether the design laboratory used to support the construction of knowledge. Laboratory design analysis refers to the Vee diagram and revised Bloom's taxonomy as both lead students to construct knowledge. This research is a descriptive study with purposive sampling technique. The research data captured with a rare test work results table, the table of Vee diagram component, Vee diagrams scoring table, and the revised of Bloom's taxonomy table. The results from 16 samples of Junior High School photosynthetic material laboratory design and 5 samples of Senior High School photosynthetic material laboratory design, shows that there are still procedural mistakes and instruction that unstructured. The Vee diagram component analysis results, show that the general components that arises is the question of focus, the object / event, theories, principles, concepts and knowledge claims. The components that are generally not appear are notes / transformation. The results of the analysis showed the scores of each Vee diagram component, Vee diagram in Senior high school laboratory design generally have not yet reached the ideal score. The results of the analysis cognitive level showed the emergence of the cognitive level generally required laboratory design in Junior and Senior high school, namely C1, C2 and C3, with dominant category procedural C3. This cognitive level is in conformity with the demands of basic competencies in Junior high school, but not in accordance with the demands of basic competencies in Senior high school.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | No. Panggil: S BIO WAH a-2015; Pembimbing: I. Bambang Suprianto, II. Mimin Nurjhani |
| Uncontrolled Keywords: | Struktur, Tingkat Kognitif, Desain Kegiatan Laboratorium, Fotosintesis |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools 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: | 08 Aug 2016 03:08 |
| Last Modified: | 08 Aug 2016 03:08 |
| URI: | http://repository.upi.edu/id/eprint/21140 |
Actions (login required)
 |
View Item |