Widhasari, Ditha Ayu (2016) PENGARUH PEER TUTORING TERHADAP PENGUASAAN KONSEP DAN MOTIVASI BELAJAR SISWA SMA PADA PRAKTIKUM SISTEM EKSKRESI. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk mengungkap pengaruh penerapan teknik pembelajaran peer tutoring terhadap penguasaan konsep dan motivasi belajar siswa SMA pada praktikum sistem ekskresi. Metode penelitian yang digunakan yaitu weak experiment dengan desain penelitian one group pre-test and post-test design. Populasi yang digunakan dalam penelitian ini adalah seluruh siswa kelas XI di SMA Negeri X Kota Bandung yang sedang mempelajari materi sistem ekskresi. Sampel yang digunakan dalam penelitian ini sebanyak 30 orang siswa di SMAN X Kota Bandung yang dipilih secara cluster random sampling. Penguasaan konsep yang diukur dalam penelitian ini berdasarkan Taksonomi Bloom revisi yang terdiri dari dimensi kognitif dan dimensi pengetahuan. Dimensi kognitif yang diukur pada penelitian ini terdiri dari C1-C5, sedangkan dimensi pengetahuan yang diukur pada penelitian ini terdiri dari dimensi faktual, konseptual dan prosedural. Motivasi belajar siswa yang diukur pada penelitian ini berdasarkan model motivasi ARCS (Attention, Relevance, Confident, Satisfaction). Rata-rata N-gain penguasaan konsep sebesar 0,87, artinya peningkatan yang terjadi termasuk pada kategori “tinggi”, sedangkan rata-rata N-gain motivasi belajar siswa sebesar 0,33, yang artinya peningkatan yang terjadi termasuk pada kategori “sedang”. Keterlaksanaan tahapan peer tutoring termasuk ke dalam kategori “baik” (83,85%), dan hasil pengolahan angket respon siswa menunjukkan respon positif terhadap penerapan peer tutoring pada praktikum sistem ekskresi. Berdasarkan hasil uji hipotesis menggunakan N-gain, dapat disimpulkan bahwa penerapan peer tutoring dapat meningkatkan penguasaan konsep dan motivasi belajar siswa SMA pada praktikum sistem ekskresi.;--- This study aimed to reveal the effect on implementation of peer tutoring towards conceptual mastery and learning motivation of senior high school students in excretory system practice. The method used weak experiment with one group pre-test and post-test design study. The population used in this study are all students grade XI in X senior high school in Bandung. The samples consisted of 30 students in X senior high school which picked by cluster random sampling. The conceptual mastery measured in this study is based on Bloom’s Taxonomy revised which consisted cognitive dimension and knowledge dimension. Cognitive dimension measured in this study consisted C1-C5, while knowledge dimension measured in this study consisted factual, conceptual and procedural dimensions. Learning motivation measured in this study is based on ARCS (Attention, Relevance, Confident, Satisfaction) motivational model. The average conceptual mastery N-gain is 0.87, this score means that the improvement occurred included in "high" category, whereas learning motivation N-gain is 0.33, this score means that the improvement occurred included in "medium" category. The performance of peer tutoring stages included in the "good" category (83,85%), and the response of students toward implementation of peer tutoring showed positive responses. Based on the results of hypothesis test using the N-gain, can be concluded that the implementation of peer tutoring can improve students’ conceptual mastery and learning motivation in excretory system practice.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | No. Panggil: S BIO WID p 2016 Pembimbing: I. Saefudin, II. Kusnadi |
| Uncontrolled Keywords: | Peer Tutoring, Penguasaan Konsep, Motivasi Belajar, Praktikum Sistem Ekskresi, Peer Tutoring, Conceptual Mastery, Learning Motivation, Excretory System Practice |
| Subjects: | Q Science > QH Natural history > QH301 Biology |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Biologi |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 12 Oct 2017 02:43 |
| Last Modified: | 12 Oct 2017 02:43 |
| URI: | http://repository.upi.edu/id/eprint/26508 |
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