Nursidin, - (2022) PENGEMBANGAN MODEL IMPLEMENTASI KURIKULUM MATA PELAJARAN BIOLOGI BERBASIS LINGKUNGAN UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA. S3 thesis, Universitas Pendidikan Indonesia.
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Abstract
Latar belakang penelitian ini berkaitan dengan model implementasi kurikulum mata pelajaran Biologi berbasis lingkungan dalam mendukung keterampilan berpikir kritis siswa SMA sebagi bagian keterampilan abad 21. Penelitian menggunakan pendekatan kualitatif dan kuantitatif desain R&D (Research and Development) model Borg & Gall (1983) yang mencangkup empat langkah, yaitu studi pendahuluan, perencanaan, pengembangan model, dan evaluasi model. Teknik pengumpulan data memggunakan kuisioner, wawancara, penilaian ahli, observasi dan evaluasi pembelajaran, dan pre-test dan pos-test. Populasi penelitian adalah siswa SMA di Kabupaten Konawe Utara, Provinsi Sulawesi Tenggara dengan sampel 120 siswa SMA kelas MIA X. Hasil penelitian menunjukkan: (1) Kondisi implementasi mata pelajaran Biologi di SMA Kabupaten Konawe Utara belum efektif dan maksimal, model pembelajaran menggunakan pembelajaran langsung (direct instruction) melalui aktivitas teacher-centre.. Keterlibatan peserta didik dalam aktivitas pembelajaran masih kurang karena hanya mendengarkan dan mencatat apa yang disampaikan oleh guru. Penggunaan sumber belajar masih terbatas, hanya terfokus pada buku paket peserta didik. Evaluasi pembelajaran masih didominasi pada level mengingat dan memahami, sedangkan instrumen untuk mengukur penerapan dan analisis belum tampak; (2) Desain model implementasi kurikulum mata pelajaran Biologi yang dikembangkan terdiri dari tiga tahap yaitu input, proses pembelajaran, dan output. Tahap input dengan memperhatikan pembelajaran di alam terbuka mulai dari hutan alami, hutan bekas penambangan nikel, ekosistem pesisir pantai bekas penambangan nikel, ekosistem trumbukarang, dan ekosistem pesisir pantai yang alami. Pada proses pembelajaran menggunakan pendekatan contextual teaching and learning (dengan tahap invitasi, eksplorasi, elaborasi, evaluasi, dan refleksi. Tahap output dihasilkan tingkat pemahaman berpikir kritis siswa meningkat dengan memiliki pengalaman belajar di lingkungan hidup; (3) Implementasi model kurikulum mata pelajaran Biologi berbasis lingkungan berhasil menemukan bahwa pendekatan yang paling sesuai untuk Pembelajaran Biologi berbasis lingkungan adalah contextual teaching and learning. Peningkatan berpikir kritis sebagai akibat dari pembelajaran berbasis lingkungan yang tepat sebagai media dan sumber pembelajaran yang efektif dan nyata; dan (4) Terdapat pengaruh yang signifikan penerapan model implementasi kurikulum mata pelajaran Biologi berbasis lingkungan terhadap keterampilan berpikir siswa. Keterampilan berpikir kritis siswa kelompok eksperimen lebih tinggi dibandingkan dengan kelas kontrol. Pembuktian melalui uji statistik menunjukkan nilai F hitung lebih besar dari F tabel, artinya ada perbedaan yang signifikan antara kelompok eksperimen dan kontrol. Kata Kunci: Pembelajaran Biologi, Sumber Belajar, Lingkungan Hidup, Berpikir Kritis. The background of this research was related to the implementation of the environment-based curriculum model for Biology in supporting the high school students' critical thinking skills as part of 21st-century skills. The research used qualitative and quantitative approaches to the design of the R&D (Research and Development) Borg & Gall (1983) model which includes four steps; preliminary studies, planning, model development, and evaluation model. Data collection techniques used questionnaires, interviews, expert assessment, observation and evaluation, and pre-test and post-test. The research population was high school students in North Konawe Regency, Southeast Sulawesi Province, and the sample of 120 high school students in MIA grade X. The results showed: (1) The condition of the implementation of Biology subjects in North Konawe High School was not effective and maximal applied, the learning model used direct instruction through teacher-center activities. The less involvement of students in learning activities because they just listened and recorded what was conveyed by the teacher. The use of learning resources was still limited. It focused on student textbooks. The evaluation was still based on the remembering and understanding levels, while the instruments for measuring and analysis were not available; (2) The design of the Biology curriculum implementation model developed consists of three stages; input, learning process, and output. The input step focused on the opening, starting from former nickel mining forests, former nickel mining coastal ecosystems, coral reef ecosystems, and natural coastal ecosystems. The learning process used a contextual learning approach that consist of invitation, exploration, elaboration, evaluation, and reflection steps. The output step was the students' critical thinking levels increased with learning with environmental experiences ; (3) Implementation of the environmental-based curriculum model for Biology subjects succeeded in finding that the most suitable approach for environment-based Biology Learning was contextual learning. Increased critical thinking as a result of appropriate environment-based learning as an effective and real media and learning resource, and (4) There was a significant effect of the implementation of the environment-based Biology curriculum model on students' critical thinking skills. The students' critical thinking skills in the experimental group were higher than in the control class. Statistical evidence showed that the calculated F-value is greater than the F-table, which means that there was a significant difference between the experimental and control groups. Keywords: Biology Instruction , Learning Resources, Environment, Critical Thinking.
| Item Type: | Thesis (S3) |
|---|---|
| Uncontrolled Keywords: | Biology Instruction , Learning Resources, Environment, Critical Thinking. |
| Subjects: | L Education > LB Theory and practice of education > LB2361 Curriculum Q Science > QH Natural history > QH301 Biology |
| Divisions: | Sekolah Pasca Sarjana > Pengembangan Kurikulum S-3 |
| Depositing User: | Nursidin |
| Date Deposited: | 04 Feb 2022 03:50 |
| Last Modified: | 04 Feb 2022 03:50 |
| URI: | http://repository.upi.edu/id/eprint/70833 |
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