Menia, Meli (2016) PEMBELAJARAN SAINS MENGGUNAKAN CONCEPTUAL METAPHORS MELALUI INKUIRI TERBIMBING DAN PENGARUHNYA TERHADAP CONCEPTUAL CHANGE SISWA SMP PADA TOPIK PEMANASAN GLOBAL. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk mengidentifikasi Conceptual Change siswa pada topik pemanasan global setelah pembelajaran IPA terpadu berbasis inkuiri terbimbing menggunakan Conceptual Metaphors. Metode penelitian yang digunakan adalah quasi eksperimen dengan desain Non-equivalent Control Group Design. Subjek dalam penelitian ini adalah siswa dari dua kelas VII di salah satu MTsN di Kecamatan IV Jurai Kabupaten Pesisir Selatan Provinsi Sumatera Barat tahun pelajaran 2015/2016. Data dikumpulkan dengan menggunakan lembar observasi untuk mengetahui keterlaksanaan pembelajaran, tes essay untuk mengetahui perubahan konsep, angket untuk melihat respon siswa, serta format wawancara untuk melihat tanggapan guru terhadap pembelajaran. Hasil penelitian menunjukkan bahwa persentase keterlaksanaan pembelajaran IPA terpadu berbasis inkuiri terbimbing menggunakan conceptual metaphors (kelas eksperimen) sebesar 90,3% dan pembelajaran IPA terpadu berbasis inkuiri terbimbing tanpa conceptual metaphors (kelas kontrol) memperoleh persentase sebesar 88,6% dan dapat dikatakan sudah terlaksana sesuai dengan yang direncanakan. Conceptual change siswa untuk kedua kelas telah mengalami perubahan yang signifikan berdasarkan hasil uji mann whitney P= 0,003 dan P< 0,05 (P kecil dari nilai sig.). Hal ini berarti bahwa pembelajaran IPA terpadu berbasis inkuiri terbimbing menggunakan conceptual metaphors lebih baik daripada pembelajaran IPA terpadu tanpa menggunakan conceptual metaphors. Guru dan siswa menunjukkan respon positif dalam pembelajaran IPA terpadu berbasis inkuiri terbimbing menggunakan conceptual metaphors.;---The purpose of this study was to identify the student’s conceptual change on global warming topic after integrated science learning-based guided inquiry using conceptual metaphors. This study used a quasi-experimental with a non-equivalent control group design. The subjects in this study were students of two classes VII of one MTsN in District IV Jurai Pesisir Selatan regency of West Sumatra Province in the academic year 2015/2016. Data was collected using observation sheet to observe the learning, essay tests to know student’s conceptual change, sheet questionnaires to know the student’s responses, and the interview format to know the teacher’s responses. The results showed that the feasibility study with the integrated science learning based guided inquiry using conceptual metaphors was been implemented and it was planned, experimental class) of 90.3% and an integrated science learning based guided inquiry without conceptual metaphors (control group) received a percentage of 88.6%. The student’s conceptual change for two classes has been changed significanly based on mann whitney that was P= 0,003 and P< 0,05 (P less than sig. value). It means that the science learning based guided inquiry with conceptual metaphors is better than science learning based guided inquiry without conceptual metaphors. Teachers and students showed positive respons for implementation of an integrated science learning based guided inquiry with conceptual metaphors.
| Item Type: | Thesis (S2) |
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| Additional Information: | No. Panggil : T IPA MEN p-2016; Pembimbing : I. Ahmad Muzakir, II. Diana Rachmawati. |
| Uncontrolled Keywords: | Pembelajaran IPA Terpadu, Inkuiri Terbimbing, Conceptual Metaphors, Conceptual Change, Integrated Science Learning, Guided Inquiry, Conceptual Metaphors, Conceptual Change. |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education Q Science > Q Science (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan IPA S-2 |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 12 Oct 2017 03:41 |
| Last Modified: | 12 Oct 2017 03:41 |
| URI: | http://repository.upi.edu/id/eprint/27049 |
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