Amin, Muhtar (2015) PENERAPAN MODEL PEMBELAJARAN ARGUMENT-DRIVEN INQUIRY (ADI) DALAM PEMBELAJARAN FISIKA UNTUK MENINGKATKAN KEMAMPUAN BERARGUMENTASI, PENALARAN ILMIAH, DAN KOGNITIF SISWA SMA. S2 thesis, Universitas Pendidikan Indonesia.
|
Text
T_FIS_1202038_Title.pdf Download (25kB) | Preview |
|
|
Text
T_FIS_1202038_Abstract.pdf Download (165kB) | Preview |
|
|
Text
T_FIS_1202038_Table_of_content.pdf Download (71kB) | Preview |
|
|
Text
T_FIS_1202038_Chapter1.pdf Download (278kB) | Preview |
|
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
T_FIS_1202038_Chapter2.pdf Restricted to Staf Perpustakaan Download (873kB) |
|
|
Text
T_FIS_1202038_Chapter3.pdf Download (666kB) | Preview |
|
|
Text
T_FIS_1202038_Chapter4.pdf Restricted to Staf Perpustakaan Download (328kB) |
|
|
Text
T_FIS_1202038_Chapter5.pdf Download (137kB) | Preview |
|
|
Text
T_FIS_1202038_Bibliography.pdf Download (157kB) | Preview |
|
|
Text
T_FIS_1202038_Appendix.pdf Restricted to Staf Perpustakaan Download (188kB) |
Abstract
Tujuan fisika dipelajari di SMA adalah menumbuhkan kemampuan berpikir siswa untuk mengembangkan pengetahuannya dalam rangka menyelesaikan masalah dalam kehidupan sehari-hari. Salah satu kemampuan berpikir yang bisa dikembangkan dalam pembelajaran fisika adalah kemampuan berargumentasi. Hal tersebut secara tidak langsung menunjukkan bahwa kegiatan pembelajaran fisika seharusnya menitikberatkan pada kegiatan pemecahan masalah yang di dalamnya menuntut kemampuan proses berpikir dan bernalar. Namun, yang terjadi saat ini, pembelajaran fisika di SMA lebih banyak dilakukan dengan model ceramah yang menitikberatkan pada transfer pengetahuan dan keterampilan menyelesaikan soal-soal semata sehingga tujuan dari pembelajaran fisika masih belum dapat dicapai secara optimal. Untuk mengatasi permasalahan tersebut maka perlu diberikan model pembelajaran alternatif, salah satunya adalah model Argument-Driven Inquiry (ADI). Untuk mengetahui sejauh mana penerapan model Argument-Driven Inquiry (ADI) dalam rangka meningkatkan kemampuan berargumentasi, kemampuan kognitif, dan penalaran ilmiah siswa, maka dilakukan penelitian dengan menerapkan model Argument-Driven Inquiry (ADI) pada topik fluida statis di salah satu SMA Negeri di kabupaten Majalengka. Metode penelitian yang digunakan adalah pre experiment dengan desain penelitian one group pretest-posttest design. Dari hasil uji perbandingan nilai rata-rata gain yang dinormalisasi <g> antara sebelum dan sesudah diberikan perlakuan diperoleh peningkatan kemampuan berargumentasi (0,47) dengan kriteria sedang, peningkatan kemampuan kognitif (0,42) dengan kriteria sedang, dan peningkatan kemampuan penalaran ilmiah siswa (0,69) dengan kriteria sedang. Hasil penelitian ini menunjukkan bahwa model Argument-Driven Inquiry (ADI) dapat meningkatkan kemampuan berargumentasi, kemampuan penalaran ilmiah, dan kemampuan kognitif siswa.;--- The goal of studied physics in high school is to develop student’s thinking skills to develop knowledge in order to solve problems in everyday life. One of the thinking skills that can be developed in learning physics is the ability to argue. It implies that the physics learning activities should focus on problem-solving activities in which the process demands the ability to think and reason. However, what happened this time, learning physics in high school a lot more done with a model lecture that focuses on the transfer of knowledge and skills solve the problems alone, so the goal of teaching physics cannot be achieved optimally. To overcome these problems it is necessary given the alternative learning models, one of which is Argument-Driven Inquiry (ADI) learning model. To determine the extent of the application of Argument-Driven Inquiry (ADI) learning model in order to improve the argumentation ability, cognitive ability, and scientific reasoning ability, research is conducted by applying the Argument-Driven Inquiry (ADI) learning model on the topic of fluid static in one of the high schools in kabupaten Majalengka. The method used is pre experiment with the design of the study one group pretest-posttest design. Comparison of test results the average value gain normalized <g> between before and after treatment obtained an increase of argumentation skill by 0.47 (in a medium category), the increase of cognitive ability by 0.42 (in a medium category), and the increase of scientific reasoning ability by 0.69 (in a medium category). Additionally, student’s argumentation ability, cognitive ability, and scientific reasoning ability developed well in a medium category and the teacher and students activities in doing the learning process proceeded well. Finally, the students gave very positive response to the learning model developed. This learning model is recommended to the physics teacher to improved student’s argumentation ability, cognitive ability, and scientific reasoning ability.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | No.panggil : T FIS AMI p-2015; Pembimbing : I.Ida Kaniawati, II.A.Rusli. |
| Uncontrolled Keywords: | Argument-Driven Inquiry, kemampuan berargumentasi, kemampuan penalaran ilmiah, kemampuan kognitif, Argument-Driven Inquiry (ADI), argumentation skill, cognitive ability, scientific reasoning ability. |
| Subjects: | Q Science > QC Physics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Fisika S-2 |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 09 Nov 2017 07:52 |
| Last Modified: | 09 Nov 2017 07:52 |
| URI: | http://repository.upi.edu/id/eprint/27745 |
Actions (login required)
 |
View Item |