Lina Syerliana, - (2018) PENERAPAN MODEL ARGUMENT-DRIVEN INQUIRY WITH SCAFFOLDING MENGGUNAKAN PENDEKATAN MULTIREPRESENTASI UNTUK MENINGKATKAN KETERAMPILAN ARGUMENTASI DAN KOMUNIKASI ILMIAH SISWA SMA PADA MATERI FLUIDA STATIS. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk memperoleh gambaran peningkatan keterampilan argumentasi dan komunikasi ilmiah siswa setelah diterapkan model argument-driven inquiry with scaffolding (ADIS) menggunakan pendekatan multirepresetasi. Metode yang digunakan adalah quasi experiment dengan desain randomized control group pretest-posttest design. Subjek penelitian adalah siswa SMA kelas XI disalah satu SMA Negeri di Sumedang dengan sampel penelitian dipilih dengan teknik purposive sampling. Instrumen penelitian meliputi tes keterampilan argumentasi, tes multirepresentasi, dokumen laporan praktikum fisika dan lembar observasi keterampilan komunikasi siswa. Hasil penelitian menunjukan peningkatan keterampilan argumentasi siswa yang mendapatkan model ADIS menggunakan pendekatan multirepresetasi berada pada kategori sedang dengan perolehan <g> sebesar 0,51, sedangkan keterampilan argumentasi siswa yang mendapatkan model ADIS tanpa menggunakan pendekatan multirepresetasi berada pada kategori sedang dengan perolehan <g> sebesar 0,42. Adapun peningkatan keterampilan komunikasi ilmiah siswa pada indikator merepresentasikan informasi yang mendapatkan model ADIS menggunakan pendekatan multirepresetasi berada pada kategori sedang dengan perolehan <g> sebesar 0,56, sedangkan keterampilan komunikasi ilmiah siswa pada indikator merepresentasikan informasi yang mendapatkan model ADIS tanpa menggunakan pendekatan multirepresetasi berada pada kategori sedang dengan perolehan <g> sebesar 0,35. Hasil uji t menunjukkan bahwa terdapat perbedaan yang signifikan antara peningkatan keterampilan argumentasi siswa yang mendapatkan model ADIS menggunakan pendekatan multirepresetasi dibandingkan dengan keterampilan argumentasi siswa yang mendapatkan model ADIS tanpa menggunakan pendekatan multirepresetasi. Selain itu, hasil analisis keterampilan komunikasi ilmiah dapat disimpulkan bahwa terdapat perbedaan signifikan antara siswa yang mendapatkan model ADIS menggunakan pendekatan multirepresetasi dibandingkan dengan keterampilan argumentasi siswa yang mendapatkan model ADIS tanpa menggunakan pendekatan multirepresetasi.---- This study aims to obtain an overview of students' argumentation and scientific communication skills improvement after an argument-driven inquiry with scaffolding (ADIS) model using multirepresetation approach. The method used is quasi experiment with randomized control group design pretest-posttest design. The subjects of the study were high school students of XI class in one SMA Negeri in Sumedang with the research sample chosen by purposive sampling technique. The research instruments include test of argumentation skill, multirepresentation test, physics experimet report document and student communication skill observation sheet. The results of the study showed that the students' argumentation skills improvement that got the ADIS model using multirepresetation approach was in the medium category with <g> 0,51, while the student argumentation skill which got the ADIS model without using multirepresetation approach was in medium category with <g> 0.42. The improvement of students 'scientific communication skills on the indicators representing information obtained by the ADIS model using multirepresetation approach is in the medium category with <g> of 0.56, while the students' scientific communication skills on the indicators representing the information obtained by the ADIS model without using multirepresetation approach are at medium category with <g> gain of 0.35. The result of t test shows that there is a significant difference between the improvement of student argumentation skill which get the ADIS model using multirepresetation approach compared with student argumentation skill which get the ADIS model without using multirepresetation approach. In addition, the results of the analysis of scientific communication skills can be concluded that there are significant differences between students who get the ADIS model using multirepresetation approach compared with students' argumentation skills that get the ADIS model without using multirepresetation approach.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | No. Panggil: T FIS LIN p-2018 ; Pembimbing: I. Muslim, II. Wawan Setiawan ; NIM: 1502884 |
| Uncontrolled Keywords: | Model argument-driven inquiry with scaffolding, Pendekatan multirepresentasi, Keterampilan Argumentasi, Keterampilan Komunikasi Ilmiah, Argument driven inquiry models with scaffolding, Multirepresentation approach, Argumentation Skills, Scientific Communication Skills. |
| Subjects: | H Social Sciences > HE Transportation and Communications L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QC Physics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Fisika S-2 |
| Depositing User: | Mr. Arif Rezkyana Nugraha |
| Date Deposited: | 03 May 2019 08:53 |
| Last Modified: | 03 May 2019 08:53 |
| URI: | http://repository.upi.edu/id/eprint/34616 |
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