Lina Indrawati, - (2018) PENERAPAN SELF-GENERATED ANALOGY SEBAGAI UPAYA MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA SMA PADA MATERI SISTEM EKSKRESI. S1 thesis, Universitas Pendidikan Indonesia.
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
S_BIO_1405181_Title.pdf Download (188kB) |
|
Text
S_BIO_1405181_Tabel_of_Content.pdf Download (79kB) |
|
Text
S_BIO_1405181_Abstract.pdf Download (57kB) |
|
Text
S_BIO_1405181_Chapter1.pdf Download (73kB) |
|
Text
S_BIO_1405181_Chapter2.pdf Restricted to Staf Perpustakaan Download (166kB) |
|
Text
S_BIO_1405181_Chapter3.pdf Download (214kB) |
|
Text
S_BIO_1405181_Chapter4.pdf Restricted to Staf Perpustakaan Download (408kB) |
|
Text
S_BIO_1405181_Chapter5.pdf Download (53kB) |
|
Text
S_BIO_1405181_Bibliography.pdf Download (61kB) |
|
Text
S_BIO_1405181_Appendix.pdf Restricted to Staf Perpustakaan Download (2MB) |
Abstract
Penelitian ini merupakan penelitian kuantitatif mengenai penerapan Self-Generated Analogy sebagai upaya meningkatkan kemampuan pemecahan masalah pada materi sistem ekskresi. Penelitian ini dilakukan pada kelas XI IPA yang dilakukan pada salah satu SMA negeri di Bandung. Terdapat dua kelas IPA yang diteliti, satu kelas yaitu XI IPA 2 merupakan kelas eksperimen dengan jumlah 35 siswa. Sedangkan pada kelas XI IPA 1 merupakan kelas kontrol dengan jumlah 35 siswa. Penelitian ini, menggunakan metode kuasi eksperimen dengan cara pengambilan sampel yaitu purposive sample. Instrumen dari penelitian ini adalah LKS pemecahan masalah untuk mengetahui kemampuan pemecahan awal siswa sebelum penerapan Self-Generated Analogy dan untuk mengetahui kemampuan siswa setelah penerapan Self-Generated Analogy dalam pembelajaran, LKS Self-Generated Analogy, penilaian sikap, penilaian analogi yang dibuat siswa (Self-Generated Analogy), dan tanggapan siswa mengenai penerapan Self-Generated Analogy dalam pembelajaran pada materi sistem ekskresi khususnya sistem urinaria. Kemampuan pemecahan masalah siswa dinilai menggunakan LKS pemecahan masalah berdasarkan temuan Paidi (2011) dengan menerapkan enam indikator pemecahan masalah. Indikator pemecahan masalah dalam penelitian ini terdiri dari: mengidentifikasi masalah, merumuskan (menganalisis) masalah, menemukan alternatif-alternatif solusi, memilih alternatif solusi (terbaik) kelancarannya memecahkan masalah, dan kualitas hasil pemecahan masalah. Pengerjaan Self-Generated Analogy dibuat secara berkelompok, analogi yang dibuat siswa dibagi menjadi beberapa perbedaan diantaranya sistem urinaria normal dan kelainan klinik pada sistem urinaria. Setelah diterapkan Self-Generated Analogi pada pembelajaran terdapat peningkatan kemampuan pemecahan masalah siswa. Tanggapan siswa positif setelah diterapkannya Self-Generated Analogy dalam pembelajaran pada materi sistem urianria. ..... This research is a quantitative research on the application of Self-Generated Analogy as an effort to improve problem solving ability in the excretory system material. This research was conducted in class XI IPA which was conducted in one of the public high schools in Bandung. There are two natural science classes studied, one class is XI IPA 2 is an experimental class with 35 students. Whereas in class XI IPA 1 is a control class with a total of 35 students. This study, using a quasi-experimental method by taking a sample that is purposive sample. The instrument of this research is problem solving worksheets to determine the ability of students 'initial solving before the application of Self-Generated Analogy and to determine students' abilities after the application of Self-Generated Analogy in learning, LKS Self-Generated Analogy, attitude assessment, assessment of analogies made by students (Self -Generated Analogy), and student responses regarding the application of Self-Generated Analogy in learning on the material of the excretion system, especially the urinary system. Problem solving abilities of students were assessed using problem solving worksheets based on Paidi's findings (2011) by applying six problem solving indicators. Problem solving indicators in this study consist of: identifying problems, formulating (analyzing) problems, finding alternative solutions, choosing alternative solutions (best) the smoothness of solving problems, and the quality of problem solving results. The work of Self-Generated Analogy is made in groups, the analogy made by students is divided into several differences including the normal urinary system and clinical abnormalities in the urinary system. After applying Self-Generated Analogy to learning there is an increase in students' problem solving abilities. Student responses were positive after the implementation of Self-Generated Analogy in the learning of the urianria system.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | No. Panggil : S BIO LIN p-2018 ; Pembimbing I. Kusnadi, II. Suhara ; NIM : 1405181 |
| Uncontrolled Keywords: | Analogi, Self-Generated Analogy, Kemampuan Pemecahan Masalah, Analogy, Self-Generated Analogy, Problem Solving Ability. |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QH Natural history > QH301 Biology |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Biologi |
| Depositing User: | Mr Tatang Saja |
| Date Deposited: | 04 Sep 2019 04:54 |
| Last Modified: | 04 Sep 2019 04:54 |
| URI: | http://repository.upi.edu/id/eprint/39285 |
Actions (login required)
 |
View Item |