Syuhendri, - (2003) ANALISIS DOKUMEN HIPERTEKS AKADEMIK BERDASARKAN WACANA ARGUMENTATIF DALAM RANGKA PENGGALIAN KARAKTERISTIK UNTUK PEMBELAJARAN LANJUT. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Interpretasi konstruktivisme pada persoalan kogfsi dan psikologi pendidikan yang ditekankan pada proses retrieval tidak bermasalah untuk pembelajaran dasar. Dalam pembelajaran lanjut, di-mana ranah bersifat ill-structured dan ranah substansinya bersifat case to case irregularity, proses seperti Ini tidak memadai lagi. Pembelajaran lanjut yang bertujnn menguasai elemen-elemen penting pengetahuan dan kernampuan menerapkannya pada situasi baru yang berbeda menuntut fleksibilitas koglisi. Inst•uksional dengan hiperteks dipandang dapat menjembatani ini karena sifat random access-nya sejalan dengan fleksibilitas kognisi. Namun kondisi hiperteks under-use saat ini menthambat pemanfaatannya. Alih-allh meningkatkan fleksibilitas kognisi, hiperteks dihporkan menimbulkan disorientasi. Penelitian yang "Analisis Dokumen Hipateks Akademik Berdasarkan Wacana Argumentatif dalam Rangka Penggalian untuk Pembelajaran Lanjut" ini, dengan pendekatan analisis deskriptif terhadap sampel hiperteks, mencoba menjawab permasalahan bagaimana karakteristlk hiperteks yang bersifat argumentatif yang mampu menampilkan proses membangun pengetahlnn secara lengkap guna membantu pencapaian tujuan pembelajaran lanjut. Analisis dilakukan terhadap sampel hiperteks untuk materi kinematika, dimana dua diantaranya diambilkan dari Situs luar negeri dan satu dari sutus perguruan ünggi Indonesia. Analisis dilakukan terhadap struktur-dalam: dimulai dengan pemunculan teks dasar, kemudian menurunkan proposisi mikro dan makro, dan akhirnya melahirkan struktur malao dan global teks sampel. Teks dasar dlbennlk berdasarkan atural ketexntan dan keyelasan menurut kriteria Frederiksen. Proposisi diturunkan berdasarkan aturan makro Dijk & Kintsch berupa penghqusat, generalisasi, dan rekonstruksi. Sedangkan struktur makro dan global dibentuk melalui model represen-tasi teks. Sampel l, terdiri dari 13 utama, cukup sesuai menampilkan tahapan proses membangun ilmu: informing, eliciting, dan directing. Sampel 2, dengan 6 makro utama, menampilkan tahap informing dan elicitng. sampel 3, 8 makro utama, kembali menampilkan tahap informing, eliciting, dan directing. Analisis juga dilakukan terhadap sü•u.ktur-luar web Sampel I dan 2 merupakan web berbentuk lebar-dangkal, disajikan dalam satu halaman panjang, navigasi dibantu dengan penggulung. Dua web ini belum menBnfa.atkan sepenuhnya fasilitas hiperteks. Sampel 3 tersusun dari beberapa simpul yang dthubungkan dengan tautan, berbentuk hiperteks 8x3. Makro ketujuh, bertindak eliciting, memillki tautan terkompleks. Sintesa ketiga sampel ini, dengan mengkaji struktur-luar dan struktur-dalamnya, dapat dikemukakan hiperteks yang dikembangkan berdasarkan wacana argumentaff dimana tiga aspek: materi-subyek, kebahasaan, dan argumentasi diperlihatkan secara eksplisit mampu menampüka.n proses membangun pengetahuan secara lengkap. Lebih jauh ketiga aspek ini terwakili Oleh struktur global dalam bentuk model representasi teks. Struktur global sekaligus mengatasi masalah navigasi dimana ia bertindak sebagai peta yang memperlihatkan posisi pembaca. Implementasinya dapat berbentuk tayangan dua frame. Sü•uktur global juga memadukan struktur-dalam dan struktur-luar hiperteks, yang memberikan nilai tambah untuk pernbelajaran sains. ----- interpretation on cognition and educational psychology that emphasizes retrieval of preexisting knowledge is not a serious problem in introductory learning. However, in advanced learning, in ill-sü•uctured and case to case Irregularity domains, the retrieval is not enough anymore. To attain the advanced learning objecfves, i.e. to mastery important elements of conceptual complexity and to be able to apply them to novel situation, need coglitive-flexibility. Inst-uction based on hypertext can promote these aims, because its random access charactenstic coincides with the cognitive flexibility theorv. However, because of hypertext condition that is under-used today, its potential is not explored enough yet. Instead of improving the flexibility of the cogftion, hypertext causes disorientation of its reader. This research: "Analysis of documentary of academic hypertext based on argumentative discourse in order to elaborate characteristic of hypertext for advanced learning", ffied to answer research question how characteristic of argumentative academic hypertext that can display knowledge construction process rigorously in order to promote the aims of advanced learning acquisition. The analyses were conducted toward three samples of hypertext of kinematics subject-matter, two of them are from oversee resources and the rest is from Indonesian university. The analyses are about depth-structure: starting from smoothing base text, then deriving macro and micro proposition, and finally consüucting macro and global structure. Base text is made based on validity and clarity in term of Frederiksen criteria. Macro proposition is derived based on Dijk & Kintsch macro regulation, in terms of eliciting, generalization, and reconsffuction. Meanwhile, macro and global structure are const-ucted by means of text representation model. The first sample, consists of 13 primary macros, displays Imowledge consruction process rigorously: informing, eliciting, and directing. The second sample, in 6 primary macros, displays informing and eliciting steps. While, the third one, with 8 pnmary macros, displays informing, eliciting, and directing steps. The analysis was also about of web page design. The first and the second samples are shallow-broad hypertext, displayed in one page, navigation uses scrolling. The third sample consists of several nodes combined each other by varies links, constructs an 8 x 3 hypertext. The seventh macro, manifestation of elicit.ng, has the most complex links. Synthesis of all samples concludes that hypertext that is consü•ucted based on argumentative discourse upon three aspects: subject-matter, discourse, and argumentation is capable of displaying knowledge const-uction process rigorously. Moreover, these three aspects can be pictured by global structure. The global stucture also overcomes problem. It can be seen as a navigation map that can point position of reader. So, The resffiction so far, where the structure of the hypertext is limited in order to minimize disorienntion of the reader, can be solved. The structure of the hypertext can be arranged based on knowledge sfructure. The global structure also mixes depth and interface sructure. It is useful in science learning, more than what map-concept given. This can be implemented in a two-frames display, a left and a right frames. The left frame is a global structure and the right frame displays text of the hypertext.
| Item Type: | Thesis (S2) |
|---|---|
| Uncontrolled Keywords: | Doukumen Hiperteks Akademik |
| Subjects: | L Education > L Education (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan IPA S-2 |
| Depositing User: | anggaizman |
| Date Deposited: | 30 Aug 2022 02:29 |
| Last Modified: | 30 Aug 2022 02:29 |
| URI: | http://repository.upi.edu/id/eprint/74576 |
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