Suminar, Iin (2016) PENERAPAN MODEL ARGUMENT-BASED INQUIRY MENGGUNAKAN PENDEKATAN MULTI REPRESENTASI UNTUK MENINGKATKAN KEMAMPUAN TRANSLASI ANTAR MODUS REPRESENTASI DAN KEMAMPUAN BERARGUMENTASI SISWA SMA PADA MATERI FLUIDA STATIS. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Tujuan dari penelitian ini adalah untuk memperoleh gambaran peningkatan kemampuan translasi antar modus representasi dan kemampuan berargumentasi siswa setelah diterapkan pembelajaran argument-based inquiry menggunakan pendekatan multi representasi. Metode yang digunakan adalah quasi experiment dengan desain the matching-only pretest-posttest control group design. Subjek penelitian adalah siswa SMA kelas X di salah satu SMA swasta di Bandung dengan sampel penelitian dipilih dengan teknik convenience sampling. Instrumen penelitian meliputi tes kemampuan translasi antar modus representasi dan tes kemampuan berargumentasi. Hasil penelitian menunjukkan peningkatan kemampuan translasi antar modus representasi siswa yang mendapatkan pembelajaran argument-based inquiry menggunakan pendekatan multi representasi berada pada kategori sedang dengan perolehan <g> sebesar 0,51, sedangkan kemampuan translasi antar modus representasi siswa yang mendapatkan pembelajaran argument-based inquiry tanpa menggunakan pendekatan multi representasi berada pada kategori sedang dengan perolehan <g> sebesar 0,35. Adapun peningkatan kemampuan berargumentasi siswa yang mendapatkan pembelajaran argument-based inquiry menggunakan pendekatan multi representasi berada pada kategori sedang dengan perolehan <g> sebesar 0,47, sedangkan kemampuan berargumentasi siswa yang mendapatkan pembelajaran argument-based inquiry tanpa menggunakan pendekatan multi representasi berada pada kategori sedang dengan perolehan <g> sebesar 0,31. Hasil uji t-test for independent means menunjukkan bahwa terdapat perbedaan yang signifikan antara peningkatan kemampuan translasi antar modus representasi siswa yang mendapatkan pembelajaran argument-based inquiry menggunakan pendekatan multi representasi dibandingkan dengan siswa yang mendapatkan pembelajaran argument-based inquiry tanpa menggunakan pendekatan multi representasi. Selain itu, hasil uji unequal variance t-test for independent means menunjukkan bahwa terdapat perbedaan yang signifikan antara peningkatan kemampuan berargumentasi siswa yang mendapatkan pembelajaran argument-based inquiry menggunakan pendekatan multi representasi dibandingkan dengan siswa yang mendapatkan pembelajaran argument-based inquiry tanpa menggunakan pendekatan multi representasi.---; The purpose of this research was to investigate students’s translating among modes of representation and argumentation skill as impact of argument-based inquiry with multiple representation approach. This research was using quasi experiment method with the the matching-only pretest-posttest control group design. Sample of this research was 10th grade students at one of High School in Bandung which sample determined by convenience sampling. Instrument of this research was translating among modes of representation’s test and argumentation’s test. The result of this research show that <g> of students’s translating among modes of representation skill who get treatment argument-based inquiry with multiple representation approach was 0,51, but <g> of students’s translating among modes of representation skill who get treatment argument-based inquiry without multiple representation approach was 0,35. The result of this research also show <g> of students’s argumentation skill who get treatment argument-based inquiry with multiple representation approach was 0,47, but <g> of students’s argumentation skill who get treatment argument-based inquiry without multiple representation approach was 0,31. The results of t-test for independent means show that there were significantly different of students’s translating among modes of representation skill who get treatment argument-based inquiry with multiple representation approach compare with students’s translating among modes of representation skill who get treatment argument-based inquiry without multiple representation approach. On the other hand, the results of unequal variance t-test for independent means show that there were significantly different of students’s argumentation skill who get treatment argument-based inquiry with multiple representation approach compare with students’s argumentation skill who get treatment argument-based inquiry without multiple representation approach
| Item Type: | Thesis (S2) |
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| Additional Information: | No panggil T FIS SUM p-2016; pembimbing; 1.Muslim 2.Winny Liliawati |
| Uncontrolled Keywords: | argument-based inquiry, multiple representation, translating among modes of representation, argumentation,argument-based inquiry, translasi antar modus representasi, argumentasi |
| Subjects: | L Education > L Education (General) Q Science > Q Science (General) Q Science > QC Physics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Fisika S-2 |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 25 Sep 2017 08:28 |
| Last Modified: | 25 Sep 2017 08:28 |
| URI: | http://repository.upi.edu/id/eprint/26291 |
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