Lenni Marlina, - (2022) PENGARUH WORKSHOP DARING PENULISAN KARYA TULIS ILMIAH POPULER TENTANG PERUBAHAN LINGKUNGAN TERHADAP KETERAMPILAN MENULIS KARYA TULIS ILMIAH, LITERASI INFORMASI DAN PENGUASAAN KONSEP SISWA SMA. S2 thesis, Universitas Pendidikan Indonesia.
Abstract
Pembelajaran pada masa pandemi covid-19 mengharuskan siswa belajar secara
daring. Inovasi pembelajaran dapat membantu siswa tetap aktif dalam belajar, salah
satunya dengan adanya pembelajaran berbasis workshop penulisan karya tulis
ilmiah populer. Penelitian ini bertujuan untuk menganalisis pengaruh pembelajaran
berbasis workshop daring dalam upaya meningkatkan keterampilan menulis, literasi
informasi dan penguasaan konsep siswa. Penelitian ini merupakan penelitian quasi
eksperiment,”two group pretest-posttest” dengan desain penelitian the non-
equivalent comparison. Sampel dalam penelitian ini adalah siswa kelas X MIA,
yang terdiri dari 20 siswa kelas perlakuan 1, 20 siswa kelas perlakuan 2. Instrumen
yang digunakan terdiri dari lembar penilaian keterampilan menulis, lembar
penilaian literasi informasi, angket literasi informasi, tes penguasaan konsep yang
terdiri dari 20 soal pilihan berganda dan juga beberapa instrumen pendukung
lainnya. Analisis data diperoleh dari data kuantitatif berupa tes penguasaan konsep,
dan produk portofolio siswa, dan data kualitatif berupa hasil kuesioner literasi
informasi siswa, dan lembar observasi keterlaksanaan workshop, perolehan data
tersebut dianalisis secara deskriptif. Berdasarkan hasil penelitian menunjukkan
bahwa workshop daring penulisan karya tulis ilmiah populer mampu meningkatkan
kemampuan menulis siswa dimana skor rata-rata kemampuan menulis siswa
sebesar 27,00 di kelas perlakuan 1 dan 23,55 di kelas perlakuan 2. Kemampuan
literasi informasi siswa juga meningkat sebesar 3,31 kategori sangat baik di kelas
perlakuan 1 dan 3,23 kategori baik di kelas perlakuan 2. Penguasaan konsep siswa
juga mengalami peningkatan sebesar 83,00 di kelas perlakuan 1 dan 75,75 di kelas
perlakuan 2. Siswa juga memberikan respon yang baik dalam mengikuti kegiatan
workshop daring penulisan karya tulis ilmiah populer yang dilaksanakan. Hal ini
menunjukkan bahwa adanya pengaruh workshop daring penulisan karya tulis ilmiah
terhadap keterampilan menulis, literasi informasi dan penguasaan konsep siswa
dengan adanya perbedaan yang signifikan tiap kelas perlakuan dan sebelum dan
sesudah diberikan perlakuan.
Learning during the COVID-19 pandemic requires students to study online.
Learning innovations can help students stay active in learning, one of which is the
existence of workshop-based learning in writing popular scientific papers. This
study aims to analyze the effect of online workshop-based learning in an effort to
improve students' writing skills, information literacy and conceptual mastery. This
research is a quasi-experimental study, “two group pretest-posttest” with the non-
equivalent comparison research design. The sample in this study were students of
class X MIA, which consisted of 20 students of treatment class 1, 20 students of
treatment class 2. The instrument used consisted of a writing skill assessment sheet,
an information literacy assessment sheet, an information literacy questionnaire, a
concept mastery test consisting of 20 multiple choice questions and also several
other supporting instruments. Data analysis was obtained from quantitative data in
the form of concept mastery tests, and student portfolio products, and qualitative
data in the form of student questionnaire results, workshop implementation
observation sheets, the data obtained were analyzed descriptively. Based on the
results of the study, it showed that the online workshop of writing popular scientific
papers was able to improve students' writing skills where the average score of
students' writing skills was 27.00 in treatment class 1 and 23.55 in treatment class
2. Students' information literacy skills also increased by 3 ,31 very good category
in treatment class 1 and 3,23 good category in treatment class 2. Students'
conceptual mastery also increased by 83.00 in treatment class 1 and 75.75 in
treatment class 2. Students also gave good responses in participate in online
workshops for writing popular scientific papers that are held. This shows that there
is an effect of online workshops on writing scientific papers on writing skills,
information literacy and mastery of students' concepts with significant differences
in each treatment class and before and after being given treatment
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| Item Type: | Thesis (S2) |
|---|---|
| Uncontrolled Keywords: | Online workshop, popular scientific writing skills, information literacy skills, concept mastery, environmental change |
| Subjects: | L Education > L Education (General) Q Science > QH Natural history > QH301 Biology |
| Depositing User: | Lenni Marlina |
| Date Deposited: | 24 May 2022 06:38 |
| Last Modified: | 24 May 2022 06:38 |
| URI: | http://repository.upi.edu/id/eprint/72424 |
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