Ani Daningsih, - (2018) PENGARUH PENERAPAN SCIENCE WRITING HEURISTIC (SWH) TERHADAP PENGUASAAN KONSEP DAN KEMAMPUAN ARGUMENTASI SISWA PADA MATERI PENCEMARAN LINGKUNGAN. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Tujuan penelitian ini adalah untuk mendapatkan gambaran pengaruh penerapan Science Writing Heuristic (SWH) terhadap penguasaan konsep dan kemampuan argumentasi siswa pada materi pencemaran lingkungan. Pendekatan SWH merupakan pendekatan inkuiri berbasis laboratorium yang dilengkapi laporan format SWH yang dapat menstimulus peserta didik untuk merumuskan pertanyaan awal, prosedur, observasi, klaim, bukti, dan refleksi. Tahapan pada SWH yang digunakan adalah Pre Activity Classrom, Participation, Negotiation I, Negotiation II, dan Exploration. Penguasaan Konsep dijaring dari soal pilihan ganda dengan menggunakan taksonomi Bloom revisi jenjang kognitif C1, C2, C3, dan C4. Komponen Argumentasi yang dibahas dalam penelitian ini adalah komponen Klaim (claim), Data (data), dan Pembenaran (warrant). Penelitian ini menggunakan metode Quasi Eksperimen dengan desain penelitian Nonequivalent Pretest and Postest Control Group. Sampel penelitian terdiri dari 68 orang siswa kelas VII di salah satu SMP Negeri di Kabupaten Bandung. Hasil penelitian menunjukkan bahwa penerapan pendekatan SWH pada pembelajaran materi pencemaran lingkungan berpengaruh positif terhadap peningkatan penguasaan konsep peserta didik dengan nilai signifikansi 0,041 < α (0,05). Pendekatan SWH meningkatkan penguasaan konsep terutama pada jenjang kognitif mengaplikasikan (C3) dan menganalisis (C4). Dari aspek kemampuan argumentasi, pendekatan SWH dalam pembelajaran berpengaruh positif terhadap kemampuan argumentasi peserta didik dengan nilai signifikansi 0,01 < α (0,05). ..... The objective of this study was to get an overview of the influence of Science Writing Heuristic (SWH) implementation on the students’ concepts mastery and the argumentation ability on environmental pollution materials. The SWH approach is a laboratory-based inquiry approach that includes a SWH format report that can stimulate students to formulate beginning questions, procedures, observations, claims, evidence, and reflection. The stages in SWH which used were Pre Activity Classroom, Participation, Negotiation I, Negotiation II, and Exploration. Concept mastery is derived from multiple choice questions using Bloom’s taxonomy revision of cognitive levels C1, C2, C3, and C4. The argumentations component discussed in this study were component of claims, data, and warrant. The research was Quasi Experiment with Non-Equivalent Pretest and Postest Control Group research design. It employed 68 secondary school students at 7th grade in The Bandung Regency as research subject. The results showed that the application of the SWH approach to the learning of environmental pollution material had a positive effect on increasing the students’ concept mastery with a significance values of 0,041 < α (0,05). The SWH approach enhanced concepts mastery, especially in the cognitive level of applying (C3) and analyzing (C4). From the aspect of argumentation ability, the SWH approach in learning showed a positive effect on students’ argumentation ability with a significance value of 0,01 < α (0,05).
| Item Type: | Thesis (S2) |
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| Additional Information: | No. Panggil : T IPA ANI p-2018 ; Pembimbing I. Widi Purwianingsih, II. Galuh Yuliani ; NIM : 1402066 |
| Uncontrolled Keywords: | pendekatan Science Writing Heuristic (SWH), penguasaan konsep, kemampuan argumentasi, pencemaran lingkungan, Science Writing Heuristic (SWH) approach, mastery of concept, argumentation ability, environmental pollution |
| 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: | Mr Tatang Saja |
| Date Deposited: | 04 Sep 2019 04:53 |
| Last Modified: | 04 Sep 2019 04:53 |
| URI: | http://repository.upi.edu/id/eprint/39038 |
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