Vita Riyanti, - (2022) PENGARUH ARGUMENT-DRIVEN INQUIRY (ADI) TERHADAP KETERAMPILAN ARGUMENTASI DAN PENGUASAAN KONSEP SISWA PADA MATERI SISTEM EKSKRESI MANUSIA. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Pembelajaran konvensional dinilai tidak efektif terhadap kualitas hasil belajar siswa terutama dalam mengembangkan keterampilan abad ke-21. Sebuah model pembelajaran berlandaskan inkuiri diperlukan dalam mengembangkan keterampilan siswa dalam konteks abad 21 terutama keterampilan argumentasi. Salah satu alternatif model pembelajaran yang dapat digunakan adalah Argument-Driven Inquiry (ADI). Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Argument Driven Inquiry (ADI) terhadap keterampilan argumentasi dan penguasaan konsep siswa pada materi sistem ekskresi, khususnya pada sub materi gangguan pada ginjal. Metode penelitian yang digunakan dalam penelitian ini adalah quasi experimental dengan desain penelitian pretest-posttest control group design. Penelitian ini dilakukan terhadap siswa kelas XI MIPA di salah satu SMA di Bandung, yang terdiri dari 29 siswa kelas eksperimen dan 25 siswa kelas kontrol. Pengambilan sampel dilakukan dengan teknik purposive sampling. Instrumen yang digunakan terdiri dari tes keterampilan argumentasi berupa soal essay, tes penguasaan konsep berupa pilihan ganda, dan angket respon siswa terhadap pembelajaran menggunakan model pembelajaran ADI. Hasil penelitian menunjukkan bahwa model pembelajaran ADI berpengaruh secara signifikan terhadap keterampilan argumentasi pada kelas ekperimen daripada kelas kontrol dengan nilai signifikansi sebesar 0,019 dan kualitas argumentasi siswa berada pada level 3. Tetapi, model pembelajaran ADI tidak berpengaruh secara signifikan terhadap penguasaan konsep siswa pada materi sistem ekskresi dikarenakan tidak ditemukannya perbedaan secara signifikan antara data hasil pretest dan posttest pada kedua kelas penelitian. Data respon siswa menunjukkan bahwa siswa merespon cukup baik terhadap penerapan model pembelajaran ADI. Conventional learning is considered ineffective in the quality of student learning outcomes, especially in developing the skills in the 21st century. An inquiry-based learning model is needed in developing students' skills in the context of the 21st century, especially argumentation skills. One alternative learning model that can be used is the Argument-Driven Inquiry (ADI). This study aims to analyze the effect of the Argument-Driven Inquiry (ADI) learning model on the argumentation skills and mastery of students' concepts in the excretory system material, especially in the sub-material of kidney disorders. The research method used in this study is a quasi-experimental research design with a pretest-posttest control group design. This research was conducted on students of class XI MIPA at a high school in Bandung, which consisted of 29 students in the experimental class and 25 students in the control class. Sampling was done by the purposive sampling technique. The instrument used consisted of a test of argumentation skills in the form of essay questions, a exam of mastery of concepts in the form of multiple choice, and a questionnaire on student responses to learning using the ADI learning model. The results showed that the ADI learning model had a significant effect on argumentation skills in the experimental class than the control class with a significance value of 0.019 and the quality of students' argumentation was at level 3. However, the ADI learning model did not significantly affect students' mastery of concepts in the excretory system material because no significant difference was found between data from pretest and post-test in both research classes. Student response data shows that students respond completely well to the application of the ADI learning model.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | Link Google Scholar: Yanti Hamdiyati https://scholar.google.co.id/citations?user=51rvrW8AAAAJ&hl=en Widi Purwianingsih https://scholar.google.co.id/citations?user=2Xv-x_MAAAAJ&hl=en |
| Uncontrolled Keywords: | Argument Driven Inquiry (ADI), keterampilan argumentasi, penguasaan konsep. Argument Driven Inquiry (ADI), argumentation skills, concept mastery |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education Q Science > QH Natural history > QH301 Biology |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Biologi > Program Studi Pendidikan Biologi |
| Depositing User: | VITA RIYANTI |
| Date Deposited: | 06 Sep 2022 01:58 |
| Last Modified: | 06 Sep 2022 01:58 |
| URI: | http://repository.upi.edu/id/eprint/76919 |
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