PENERAPAN CONTEXT BASED LEARNING DENGAN PENDEKATAN SOCIO-SCIENTIFIC ISSUES PADA MATERI GEMPA BUMI DAN BANJIR UNTUK MENINGKATKAN LITERASI SAINS DAN SIKAP TANGGAP BENCANA SISWA SMP

Anna farhiya ulfah, - (2019) PENERAPAN CONTEXT BASED LEARNING DENGAN PENDEKATAN SOCIO-SCIENTIFIC ISSUES PADA MATERI GEMPA BUMI DAN BANJIR UNTUK MENINGKATKAN LITERASI SAINS DAN SIKAP TANGGAP BENCANA SISWA SMP. S2 thesis, Universitas Pendidikan Indonesia.

[img] Text
T_IPA_1706609_Title.pdf

Download (900kB)
[img] Text
T_IPA_1706609_Chapter1.pdf

Download (429kB)
[img] Text
T_IPA_1706609_Chapter2.pdf
Restricted to Staf Perpustakaan

Download (854kB)
[img] Text
T_IPA_1706609_Chapter3.pdf

Download (827kB)
[img] Text
T_IPA_1706609_Chapter4.pdf
Restricted to Staf Perpustakaan

Download (791kB)
[img] Text
T_IPA_1706609_Chapter5.pdf

Download (302kB)
[img] Text
T_IPA_1706609_Appendix.pdf
Restricted to Staf Perpustakaan

Download (943kB)
Official URL: http://repository.upi.edu

Abstract

Tujuan penelitian ini adalah untuk mendapatkan gambaran tentang penerapan Context Based Learning dengan pendekatan Socio-Scientific Issues pada materi gempa bumi dan banjir terhadap peningkatan literasi sains dan sikap tanggap bencana siswa SMP. Metode penelitian yang digunakan adalah metode quasi eksperiment dengan desain Non-equivalent Pre-test Post-test Group, menggunakan kelas ekperimen yang pada pembelajarannya diterapkan model Context Based Learning dengan pendekatan Socio-Scientific Issues dan kelas kontrol yang menggunakan model pembelajaran yang biasa digunakan di sekolah. Subjek penelitian yang digunakan adalah 52 orang siswa kelas VII di salah satu SMP Negeri di Bandung yang dipilih melalui teknik Purposive Sampling. Subjek penelitian tersebut terbagi menjadi kelas eksperimen serta kelas kontrol dengan jumlah sama. Instrumen penelitian berupa tes literasi sains dan skala sikap tanggap bencana digunakan untuk mengukur kemampuan literasi sains dan sikap tanggap bencana siswa. Hasil penelitian menunjukkan perbedaan nilai post-test literasi sains. Sedangkan N-gain literasi sains kelas eksperimen berada pada kategori sedang dan N-gain kelas kontrol berada pada kategori rendah. Hal ini menunjukkan adanya perbedaan peningkatan literasi sains antara siwa kelas eksperimen dan kelas kontrol. Begitupula untuk perolehan nilai sikap tanggap bencana yang juga menunjukkan adanya perbedaan sikap tanggap bencana siswa antara kelas eksperimen dan kelas kontrol pada materi gempa bumi dan banjir. Sehingga dapat disimpulkan bahwa penerapan Context Based Learning dengan pendekatan Socio-Scientific Issues pada materi gempa bumi dan banjir dapat lebih meningkatkan capaian literasi sains dan sikap tanggap bencana siswa. The purpose of this study is gaining description on scientific literacy improvement and disaster response of junior high school students regarding the topics of earthquake and flood as an effect of Context Based Learning (CBL) with Socio Scientific Issues approach implementation during science instruction. Quasi-experiment serves as the method of this study with non-equivalent control group pre-test post-test design which used Context Based Learning model with Socio-Scientific Issues approach as experimental class and commonly model used in schools as control class. Research subjects involve 52 students of grade VII in a state junior high school in Bandung Regency which choosed by Purposive Sampling technique. Those research subjects are divided into two classes namely experiment class and control class with the same amount number. The instrument used to collect relevant data is scientific literacy test and disaster response scale. The result shows the differences scientific literacy post-test besides scientific literacy in eksperimental class get medium category and scientific literacy in control class get low category which shows there are significant differences of scientific literacy improvement between eksperimental class and control class. The same result taken by disaster response that show differences student disaster response score between experimental class and control class in the topics of earthquake and flood. The findings indicate that the implementation of Context Based Learning model with Socio-Scientific Issues approach during science instruction within topics of earthquake and flood is proven to be valid to improve scientific literacy and students’ disaster response.

Item Type: Tugas Akhir,Skripsi,Tesis,Disertasi (S2)
Additional Information: No. Panggil: T IPA ANN p-2019; Pembimbing: I. Hernani, II. Ardi Suhandi; NIM: 1706609
Uncontrolled Keywords: context based learning, literasi sains
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > Q Science (General)
Divisions: Sekolah Pasca Sarjana > Pendidikan IPA S-2
Depositing User: ANNA FARHIYA ULFAH
Date Deposited: 05 Feb 2020 04:16
Last Modified: 05 Feb 2020 04:16
URI: http://repository.upi.edu/id/eprint/38727

Actions (login required)

View Item View Item