Defianti, Aprina (2016) PENERAPAN MODEL PEMBELAJARAN PEMBANGKIT ARGUMEN MENGGUNAKAN MULTIPLE EXTERNAL REPRESENTATIONS UNTUK MENINGKATKAN KEMAMPUAN KOGNITIF DAN KETERAMPILAN BERARGUMENTASI SISWA SMP. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk memperoleh hasil mengenai perbandingan peningkatan kemampuan kognitif dan keterampilan berargumentasi siswa SMP yang memperoleh penerapan model pembelajaran pembangkit argumen menggunakan multiple external representations dan model pembelajaran langsung menggunakan multiple external representations, gambaran hubungan kemampuan kognitif dan keterampilan berargumentasi, serta besar ukuran dampak yang diberikan model. Penelitian ini menggunakan metode eksperimen semu dengan desain the Matching Only Pretest-Postest Control Group Design. Populasi penelitian adalah seluruh siswa kelas VIII di salah satu SMP di Bandung. Sedangkan sampel penelitian dipilih secara acak sebanyak dua kelas (n = 44). Data peningkatan kemampuan kognitif dan keterampilan berargumentasi dianalisis menggunakan statistik parametrik yakni independent t-test. Hasil penelitian menunjukkan bahwa peningkatan kemampuan kognitif kelas eksperimen (<g> = 0,43; kategori sedang) lebih baik daripada kelas kontrol (<g> = 0,21; kategori rendah) dan juga peningkatan keterampilan berargumentasi kelas eksperimen (<g> = 0,44; kategori sedang) lebih baik daripada kelas kontrol (<g> = 0,18; kategori rendah). Sedangkan hasil uji korelasi kemampuan kognitif dan keterampilan berargumentasi menunjukkan hubungan yang signifikan (r = 0,443; kategori sedang). Selain itu, model pembelajaran pembangkit argumen menggunakan multiple external representations berpengaruh besar terhadap kemampuan kognitif (d = 1,13) dan keterampilan berargumentasi (d = 1,99).------------This study was aimed to get results of comparison in cognitive abilities and argumentation skills of junior high school students whom were given “generate an argument” instructional model using multiple external representations and direct instructional model using multiple external representations, to determine correlation between cognitive abilities and argumentation skills, and to determine the effect size of the model. This study used a quasi-experimental method with the matching only pretest-posttest control group design. The population were all of eighth grade students at one of junior high school in Bandung. Two classes (n = 44) were participated as sample. Enhancing data of cognitive abilities and argumentation skills were analysed by independent t-test. The results showed that “generate an argument” instructional model using multiple external representations could enhance cognitive abilities (<g> = 0,43; medium) and argumentation skills (<g> = 0,44; medium) more than direct instructional model using multiple external representations (<g> = 0,21; small and <g> = 0,18; small). Correlation test of cognitive abilities and argumentation skills showed that there were a significant correlation between them (r = 0,443; medium). Beside that, “generate an argument” instructional model using multiple external representations gave a large effect for enhancing of cognitive abilities (d = 1,13; large) and argumentation skills (d = 1,99; large).
| Item Type: | Thesis (S2) |
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| Additional Information: | T IPA DEF p.2016; Parlindungan Sinaga. |
| Uncontrolled Keywords: | model pembelajaran pembangkit argumen, model pembelajaran langsung, multiple external representations, kemampuan kognitif, keterampilan berargumentasi, “generate an argument” instructional model, direct instructional model, multiple external representations, cognitive abilities, argumentation skills. |
| Subjects: | L Education > L Education (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan IPA S-2 |
| Depositing User: | Mr. Tri Agung |
| Date Deposited: | 16 Aug 2016 05:44 |
| Last Modified: | 16 Aug 2016 05:44 |
| URI: | http://repository.upi.edu/id/eprint/21314 |
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