Reski Ivon Friska, - (2021) PENGEMBANGAN DESAIN PEMBELAJARAN MODEL ARGUMENT-DRIVEN INQUIRY UNTUK MEMBANGUN KETERAMPILAN ARGUMENTASI ILMIAH YANG MENJUNJUNG NILAI NEGOSIASI PASAMBAHAN PADA MATERI FERMENTASI. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk menghasilkan desain pembelajaran dengan model Argument-Driven Inquiry (ADI) untuk membangun keterampilan argumentasi ilmiah siswa pada materi bioteknologi konvensional, khususnya konsep fermentasi . Metode penelitian yang digunakan adalah penelitian kualitatif dengan desain penelitian Didactical Design Research (DDR) yang terdiri atas tiga tahapan analisis yaitu analisis prospektif, analisis metapedadidaktik dan analisis retrospektif. Partisipan dalam penelitian ini terdiri dari 18 orang siswa kelas IX SMP Negeri di Kabupaten Lima Puluh Kota, Sumatera Barat. Hasil penelitian ini memaparkan temuan pada masing-masing tahapan analisis. Pada tahap prospektif ditemukan: (1) hasil analisis wawancara guru dan siswa, analisis RPP dan analisis hasil observasi menunjukkan kurang dari 50% yang antusias mengikuti pembelajaran, guru cenderung mengajar dengan metode ceramah, klaim siswa belum didukung oleh bukti ilmiah bahkan masih ada siswa yang tidak bisa mengungkapkan klaimnya dan rencana pembelajaran yang dirancang guru belum spesifik serta tidak memenuhi tuntutan kompetensi dasar; (2) desain pembelajaran hipotetik yang memuat tahapan pembelajaran dan permasalahan/isu, prediksi respon siswa dan antisipasi atau bantuan guru. Pada tahap metapedadidaktik ditemukan adanya hubungan antara hubungan didaktik, hubungan pedagogik dan ADP selama implementasi desain pembelajaran. Pada tahap retrospektif ditemukan: (1) hasil refleksi dan evaluasi desain pembelajaran menunjukkan adanya saran/perbaikan terhadap desain hipotetik; (2) profil keterampilan argumentasi ilmiah siswa menunjukkan siswa lebih sering menanya dan menguraikan argumen dibanding proporsi ucapan yang menentang, menolak, mendukung dan mempertahankan yang menjadi komponen kritis dari proses argumentasi dikarenakan pembiasaan untuk terlibat argumentasi masih minim, belum kontinyu dan masih jarang menggunakan komponen kritis argumentasi. Kata kunci: Argument-Driven Inquiry (ADI), Keterampilan Argumentasi Ilmiah, Didactical Design Research (DDR), Transcript Based Lesson Analysis (TBLA) This research aims to produce learning design with Argument-Driven Inquiry (ADI) model that can build students' scientific argumentation skills on conventional biotechnologi, specially simple fermentation concept. The research method used is qualitative research with Didactical Design Research (DDR) which contained three stages of analysis, namely prospective analysis, metapedadidactic analysis and retrospective analysis. Participants in this study consisted of 18 ninth grade students of junior high school in Lima Puluh Kota district, West Sumatra. The results of this study describe the findings at each stage of the analysis. At the prospective analysis stage, it was found: (1) the results of teacher and student interview analysis, lesson plan analysis and observation analysis showed less than 50% who enthusiastically follow learning, teachers tend to teach by lecture methods, student claims have not been supported by scientific evidence even there are still students who cannot disclose their claims and teacher-designed learning plans are not specific and do not meet basic competency demands; (2) hypothetical learning design that contains learning stages and problems/issues, prediction of student response and anticipation or help of teachers. At the metapedadiactic stage, it was found there was a relationship between relation of pedagogy, relation of didactic, and ADP during the implementation of the learning design. At the retrospective stage, it was found: (1) the results of reflection and evaluation of learning design showed suggestions/improvements to hypothetical design; (2) The profile of scientific argumentation skills of students is that students more often asking question and elaborate arguments than the proportion of speech that challenging, rejecting, supporting and defending that become a critical component of the argumentation process because habituation to engage in argumentation is still minimal, not continuous and still rarely uses the critical component of argumentation. Keywords: Argument-Driven Inquiry (ADI), Scientific Argumentation Skills, Didactical Design Research (DDR), Transcript Based Lesson Analysis (TBLA).
| Item Type: | Thesis (S2) |
|---|---|
| Uncontrolled Keywords: | Argument-Driven Inquiry (ADI), Keterampilan Argumentasi Ilmiah, Didactical Design Research (DDR), Transcript Based Lesson Analysis (TBLA) |
| Subjects: | L Education > L Education (General) Q Science > Q Science (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan IPA S-2 |
| Depositing User: | RESKI IVON FRISKA |
| Date Deposited: | 28 Oct 2021 02:10 |
| Last Modified: | 28 Oct 2021 02:10 |
| URI: | http://repository.upi.edu/id/eprint/69066 |
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