PENGGUNAAN PENDEKATAN WRITING TO LEARN DALAM MENINGKATKAN LITERASI SAINS SISWA SMP PADA MATERI CAHAYA DAN ALAT OPTIK

Hasanah, Uswatun (2017) PENGGUNAAN PENDEKATAN WRITING TO LEARN DALAM MENINGKATKAN LITERASI SAINS SISWA SMP PADA MATERI CAHAYA DAN ALAT OPTIK. S1 thesis, Universitas Pendidikan Indonesia.

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Official URL: http://repository.upi.edu

Abstract

Penelitian ini bertujuan untuk meningkatkan literasi sains siswa SMP dengan menggunakan pendekatan writing to learn. Sampel penelitian adalah siswa kelas VIII di salah satu SMP Negeri di kabupaten Bandung Barat yang berjumlah 27 orang. Penelitian ini menggunakan metode penelitian quasi experiment dengan desain penelitian menggunakan nonequivalent control group design. Hasil penelitian menunjukkan adanya pengaruh dari penggunaan pendekatan writing to learn dalam meningkatkan literasi sains siswa SMP pada materi Cahaya dan Alat Optik dengan nilai gain yang ternormalisasi (n-gain) sebesar 0,32 (sedang). Perbedaan peningkatan kemampuan literasi sains siswa setelah diberikan pendekatan writing to learn dengan nilai Cohen’s d sebesar 1,6 (large). Hal ini menunjukkan bahwa penggunaan pendekatan Writing To Learn dalam pembelajaran efektif untuk meningkatkan literasi sains siswa. Selain itu, kualitas tugas menulis mempunyai kontribusi dalam meningkatkan literasi sains siswa dengan nilai korelasi Kendal Tau sebesar 0,1197 (sangat rendah).;---The purpose of this study was to improve scientific literacy junior high school student on light and optics on light and optical instrments using Writing To Learn approach. Sample of this research was the student of 8th grade in one of the junior high school in the Bandung Barat Province by the number of students was 27. The research used quasi experiment method and nonequivalent control group design. The result showed that there was an effect of using the Writing To Learn approach on improving student’s scientific literacy of light and optical instruments by the n-gain was 0.32 (medium). The difference of increasing student’s scientific literacy after using Writing To Learn approach measured by effect size of Cohen’s d was 1.6 (large). These results indicates that the use of Writing To Learn improve student’s scientific literacy. Besides that, writing task quality has contribution in improving student’s scientific literacy by the number of Kendal Tau correlation was 0.1197 (very low).

Item Type: Skripsi,Tesis,Disertasi (S1)
Additional Information: No. Panggil : S FIS HAS p-2017; Pembimbing : I. Parlindungan Sinaga, II. David E. Tarigan; NIM : 1005395.
Uncontrolled Keywords: Writing To Learn, Literasi Sains, Writing To Learn, scientific literacy.
Subjects: L Education > L Education (General)
P Language and Literature > PN Literature (General)
Q Science > QC Physics
Divisions: Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Fisika > Program Studi Pendidikan Fisika
Depositing User: DAM staf
Date Deposited: 31 Dec 2018 01:02
Last Modified: 31 Dec 2018 01:02
URI: http://repository.upi.edu/id/eprint/33175

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