Maftuhah, - (2015) PENERAPAN LEARNING CYCLE UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN PERUBAHAN KONSEPTUAL SISWA SMA PADA KONSEP SISTEM KOORDINASI. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini dilatarbelakangi oleh permasalahan masih rendahnya penguasaan konsep dan perubahan konseptual siswa dalam pembelajaran. Tujuan penelitian ini untuk mengkaji peningkatan penguasaan konsep dan perubahan konseptual siswa yang mendapatkan pembelajaran dengan learning cycle, serta ada atau tidaknya hubungan antara kemampuan-kemampuan tersebut. Metode yang digunakan adalah weak experiment dengan desain The One-Group Pretest-Postest Design. Populasi penelitian adalah seluruh siswa salah satu SMA swasta di kabupaten Sukabumi Jawa Barat, sedangkan sampel ditentukan dengan teknik purposive sampling. Instrumen yang digunakan terdiri dari tes penguasaan konsep menggunakan tes pilihan ganda, tes perubahan konseptual menggunakan tes diagnostik dengan pendekatan tree-tier test dan angket respon siswa. Hasil penelitian menunjukkan bahwa, (1) Model learning cycle dapat meningkatkan penguasaan konsep siswa. Hasil penelitian menunjukkan rata-rata penguasaan konsep pada 29,75 (pretest), 62,5 (posttest) dan N-gain 0,46 (sedang); (2) Model learning cycle dapat meningkatkan perubahan konseptual siswa sesuai hasil uji McNemar pada tiap subkonsep dan uji signifikansi perubahan konseptual Wilcoxon terdapat perbedaan yang signifikan jumlah konsepsi siswa yang sesuai dengan kriteria ilmiah setelah posttest; (3) Pembelajaran ini memberikan dampak positif untuk meningkatkan penguasaan konsep dan perubahan konseptual siswa. (4) Penerapan learning cycle mendapatkan respon positif dari siswa. Kata Kunci: Learning Cycle, Penguasaan Konsep, Perubahan Konseptual, Miskonsepsi, Tree-tier test, Sistem Koordinasi. This research is motivated by the problems in the low mastery of concepts and conceptual change in the students' learning. The purpose of this study was to examine the increasing mastery of concepts and conceptual change of students who get learning with learning cycle and whether there is any relationship between these abilities. The method used is weak experiment with the design of The One-group pretest-posttest design. The study population was all students private SMA Sukabumi district in West Java, while the sample is determined by purposive sampling technique. The instrument used consisted of a test mastering the concept of using a multiple-choice test, test conceptual change using a diagnostic test with a tree-tier approach test, and questionnaire responses of students. The results showed that, (1) Model cycle learning can improve students' mastery of concepts. The results showed an average mastery of concepts at 29.75 ( pretest ) , 62.5 ( posttest ) and N -gain 0.46 ( medium category ) ; (2) The learning cycle model can improve students' conceptual change according to the results of each subconcepts McNemar test and the Wilcoxon test the significance of conceptual change there is a significant difference conceptions number of students according to scientific criteria after posttest ; (3) These lessons provide a positive impact to improve the mastery of concepts and conceptual change at students. (4) The application of learning cycle to get a positive response from the students Keywords: Learning Cycle, Concepts Understanding, Conceptual Change, Misconceptions, Tree-tier test, Coordination System.
| Item Type: | Thesis (S2) |
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| Additional Information: | No. Panggil: T_BIO_MAF p-2015; Pembimbing : Taufik Rahman |
| Uncontrolled Keywords: | Learning Cycle, Penguasaan Konsep, Perubahan Konseptual, Miskonsepsi, Tree-tier test, Sistem Koordinasi |
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QH Natural history Q Science > QH Natural history > QH301 Biology |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Biologi S-2 |
| Depositing User: | Mr. Cahya Mulyana |
| Date Deposited: | 29 Sep 2016 03:35 |
| Last Modified: | 29 Sep 2016 03:35 |
| URI: | http://repository.upi.edu/id/eprint/22229 |
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