PEMBELAJARAN KEANEKARAGAMAN HAYATI MELALUI SISTEM PERMACULTURE BERBANTUAN ECO-GAMIFICATION UPAYA MENINGKATKAN ANTICIPATORY COMPETENCY DAN KETERAMPILAN KOMUNIKASI ILMIAH

Najira, - and Saefudin, - and Taufik rahman, - (2025) PEMBELAJARAN KEANEKARAGAMAN HAYATI MELALUI SISTEM PERMACULTURE BERBANTUAN ECO-GAMIFICATION UPAYA MENINGKATKAN ANTICIPATORY COMPETENCY DAN KETERAMPILAN KOMUNIKASI ILMIAH. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Pembelajaran berbasis lingkungan dapat digunakan untuk meningkatkan pemahaman peserta didik terhadap konsep-konsep keberlanjutan. Permaculture berbantuan eco-gamification merupakan salah satu sumber belajar inovatif yang mengintegrasikan pembelajaran berbasis lingkungan dengan elemen permainan. Penelitian ini bertujuan untuk mengintegrasikan sistem permaculture berbantuan eco-gamification dalam pembelajaran keanekaragaman hayati untuk meningkatkan kompetensi antisipatif dan keterampilan komunikasi ilmiah peserta didik. Penelitian ini menggunakan quasi-experimental design dengan non-equivalent control group, pada 25 peserta didik pada kelas eksperimen dan 23 peserta didik pada kelas kontrol. Hasil observasi menunjukkan bahwa rata-rata keterlaksanaan pembelajaran mencapai 93% pada kelas eksperimen dan 89% kelas kontrol yang masuk kategori sangat baik. Pada kompentesi antisipatif walaupun tidak mengalami perbedaan yang signifikan berdasarkan uji independent sample t-test (p = 0,081 > 0,05) tetapi pada Analisis N-Gain menunjukkan bahwa kelas eksperimen mengalami peningkatan yang lebih tinggi 0,51 (kategori sedang) dengan ketuntasan belajar 100% dibandingkan kelas kontrol 0,47 (kategori sedang) dengan ketuntasan 96%. Pada keterampilan komunikasi ilmiah hasil uji Mann-Whitney U (p = 0,508 > 0,05) menunjukkan bahwa tidak terdapat perbedaan signifikan antara kelompok eksperimen dan kontrol, analisis N-Gain komunikasi ilmiah kelas eksperimen mencapai 0,49 (kategori sedang), lebih tinggi dibandingkan kelas kontrol yang mencapai 0,44 (kategori sedang). Hal ini menunjukkan bahwa sistem permaculture berbantuan eco-gamification juga dapat menjadi alternatif dalam meningkatkan keterampilan komunikasi ilmiah. Respon peserta didik terhadap metode pembelajaran berbasis permaculture berbantuan eco-gamification cukup positif, dengan 48,7% bahwa sumber belajar ini membantu pemahaman mereka terhadap materi keanekaragaman hayati. Namun, beberapa peserta didik mengalami kesulitan dalam mengingat nama ilmiah spesies, memahami konsep binomial nomenklatur, serta merancang solusi keberlanjutan berdasarkan observasi mereka, efektivitas pembelajaran dalam meningkatkan kompetensi antisipatif dan keterampilan komunikasi ilmiah masih perlu dikembangkan lebih lanjut. Environment-based learning can be utilized to enhance students’ understanding of sustainability concepts. Permaculture assisted by eco-gamification represents an innovative learning resource that integrates environmental education with game elements. This study aims to integrate a permaculture system supported by eco-gamification into biodiversity learning to improve students' anticipatory competencies and scientific communication skills. A quasi-experimental design with a non-equivalent control group was employed, involving 25 students in the experimental class and 23 students in the control class. Observation results showed that the average implementation of learning reached 93% in the experimental class and 89% in the control class, both categorized as very good. Although there was no statistically significant difference in anticipatory competence based on the independent sample t-test (p = 0.081 > 0.05), the N-Gain analysis revealed a higher improvement in the experimental class (0.51, categorized as moderate) with 100% mastery learning, compared to the control class (0.47, moderate category) with 96% mastery. Regarding scientific communication skills, the Mann-Whitney U test (p = 0.508 > 0.05) indicated no significant difference between the experimental and control groups. However, the N-Gain analysis showed that the experimental class achieved a higher gain (0.49, moderate category) compared to the control class (0.44, moderate category). These findings suggest that a permaculture system supported by eco-gamification may also serve as an alternative approach to enhancing scientific communication skills. Students’ responses to the permaculture-based eco-gamification learning method were generally positive, with 48.7% stating that this learning resource helped them better understand biodiversity content. Nonetheless, some students experienced difficulties in recalling scientific names of species, understanding the concept of binomial nomenclature, and designing sustainability solutions based on their observations. Therefore, the effectiveness of this learning approach in improving anticipatory competence and scientific communication skills requires further development.

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Item Type:	Thesis (S2)
Additional Information:	ID SINTA Dosen Pembimbing: Saefudin: 6721267 Taufik rahman: 6081100
Uncontrolled Keywords:	Permaculture, Eco-gamification , Kompetensi Antisipatif, Keterampilan Komunikasi Ilmiah, Keanekaragaman Hayati. Permaculture, Eco-gamification , Anticipatory Competence, Scientific Communication Skills, Biodiversity.
Subjects:	L Education > LB Theory and practice of education Q Science > QH Natural history > QH301 Biology
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Biologi - S2
Depositing User:	Najira
Date Deposited:	03 Jul 2025 08:24
Last Modified:	03 Jul 2025 08:24
URI:	http://repository.upi.edu/id/eprint/134032

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