Muhaimin, Muhaimin (2014) PENGEMBANGAN MODEL PROBLEM BASED LEARNING DALAM ECOPEDAGOGY UNTUK PENINGKATAN KOMPETENSI EKOLOGIS MATA PELAJARAN IPS. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.
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Abstract
Manusia dan lingkungan merupakan sistem yang integral dalam membentuk ekosistem. Manusia sangat tergantung terhadap lingkungan hidupnya, baik lingkungan secara fisik dan sosial. Salah satu perhatian IPS adalah materi ekologi yang berhubungan dengan interaksi kehidupan manusia dengan lingkungannya. Dalam konteks faktual, kompetensi ekologis dikembangkan dalam IPS baru sebatas pengetahuan, moral dan perilaku ekologis belum dihayati dan diwujudkan dalam bentuk nyata untuk menjaga dan melestarikan lingkungan. Secara umum penelitian ini bertujuan untuk menganalisis efektifitas model Ecopedagogy – Berbasis Masalah Lingkungan Hidup Lokal (BMLHL) untuk peningkatan kompetensi ekologis pada mata pelajaran IPS siswa SMP Negeri di Kabupaten Bangkalan Madura. Kompetensi ekologis siswa terdiri dari aspek pengetahuan, sikap, keterampilan, dan partisipasi. Desain dan alur pengembangan model meliputi fase: (1) investigasi, (2) desain, (3) realisasi/konstruksi, (4) tes, evaluasi, dan revisi, dan (5) implementasi. Subjek penelitian adalah SMP Negeri di Kabupaten Bangkalan Madura dengan teknik stratified sampling. Metode pengumpulan data menggunakan tes, angket, observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa: model Ecopedagogy – BMLHL lebih efektif meningkatkan kompetensi ekologis siswa dalam pembelajaran IPS baik dalam proses maupun hasil pembelajaran yang meliputi kompetensi aspek kognitif, sikap, keterampilan, dan partisipasi dibandingkan dengan penggunaan model pembelajaran langsung (direct instruction). Efektifitas proses meliputi peningkatan proses dalam hal menganalisis berbagai fakta, mengeksplorasi isu, pemetaan masalah, kemampuan berpikir logis, kritis, kreatif, mengembangkan rasa ingin tahu, inkuiri, memecahkan masalah, dan pengembangan keterampilan sosial. Selain itu adanya peningkatan keterampilan guru dalam melaksanakan sintaks model Ecopedagogy – BMLHL, sistem sosial dan prinsip reaksi berlangsung interaktif dan berpusat kepada siswa. Penelitian ini merekomendasikan secara lebih luas implementasi Ecopedagogy – BMLHL dengan isu-isu lokal dari permasalahan lingkungan dalam kehidupan sehari-hari. Sekolah perlu menumbuhkan kompetensi ekologis dengan pembiasaan (habit formation), memberikan keteladanan (role model), dan gerakan bersama yang membentuk perilaku dan budaya sekolah yang selaras dengan green curriculum dan green living. Human being and environment are systems that integrally form ecosystem in which human is physically and socially dependent. One of the concerns of social studies is ecological content pertaining to the interaction between human beings and their environment. In a factual context, ecological competences developed in social studies have been merely at the level of ecological knowlegde, moral, and behavior, which have not been appreciated and embodied in concrete forms in order to protect and sustain the environment. In general, the research aimed to analyze the effectiveness of Ecopedagogy model based on Local Environmental Issues to improve the ecological competences in social sciences subject among state junior secondary schools’ students in Bangkalan Madura regency. Students’ ecological competence including the aspects of knowledge, attitude, skills and participation. The design and workflow of the learning model development included the phases of: (1) Investigation, (2) design, (3) realization/construction, (4) test, evaluation, and revision, and (5) implementation. The subjects were state junior secondary schools in Bangkalan Madura Regency that were selected using stratified sampling. Data collection methods consisted of test, questionnaire, observation, interview, and documentation. Research outcomes showed that Ecopedagogy model based on Local Environmental Issues is more effective than direct instruction model in improving knowledge, attitude, skills and participation aspect of students competence both in the process and achievement. Improvement process in analyzing various facts, exploring issues, mapping problems, thinking logically, critically and creatively, developing curiosity and inquiry, solving problems, and developing social skills. There were improvements in teachers‘ skills in implementing the syntax of model. The social system and reactional principles developed are interactive, student-centered, and engaging students actively in the teaching and learning. The research recommends that the wider scope implementation of Ecopedagogy – BMLHL model, should depart from local issues, from the environmental issues found in daily life, schools cultivate ecological competences through habit formation, role modelling, and a joint movement shaping school behavior and culture that are in line with green curriculum and green living.
| Item Type: | Thesis (eprint_fieldopt_thesis_type_phd) |
|---|---|
| Additional Information: | No. Panggil: D IPS MUH P-2014 Promotor:Enok maryani,Ko Promotor: Epon Ningrum |
| Uncontrolled Keywords: | ecopedagogy model, ecological competences, social studies teaching and learning. model ecopedagogy, kompetensi ekologis, pembelajaran IPS. |
| Subjects: | L Education > L Education (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan IPS S-3 |
| Depositing User: | Staf Koordinator 2 |
| Date Deposited: | 18 Jun 2015 00:35 |
| Last Modified: | 18 Jun 2015 00:35 |
| URI: | http://repository.upi.edu/id/eprint/14702 |
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