Gautamma, I Wayan Adi Indra (2016) PENGARUH PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH TERHADAP KEMAMPUAN BERPIKIR SPASIAL PESERTA DIDIK: Penelitian Quasi Eksperimen Pada Pembelajaran Geografi, Pokok Bahasan Barang Tambang Indonesia, Kelas XI IPS 3 SMAN 22 Bandung. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini membahas pengaruh model pembelajaran berbasis masalah terhadap kemampuan berpikir spasial. Secara empiris dan literasi, permasalahannya yaitu kemampuan berpikir spasial peserta didik belum tampak ketika menghadapi topik masalah geografis. Hal ini penting, mengingat berpikir spasial menjadi landasan dasar keterampilan kognitif dalam kompetensi geografi (sudut pandang spasial). Kemampuan berpikir spasial terdiri dari tiga komponen: konsep spasial, alat representasi, dan penalaran spasial. Untuk menumbuhkan kemampuan tersebut memerlukan model pembelajaran yang sesuai dan efektif, sehingga penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berbasis masalah terhadap kemampuan berpikir spasial peserta didik pada kelas XI IPS SMAN 22 Bandung. Penelitian ini menggunakan metode quasi eksperimen dengan pola penelitian Kelompok Kontrol Prates-Pascates Berpasangan (Matching pretest-postest control group design). Subjek penelitian ini terdiri atas kelas XI IPS 2 sebagai kelas kontrol yang tidak menggunakan model pembelajaran berbasis masalah, dan kelas XI IPS 3 sebagai kelas eksperimen yang menggunakan model pembelajaran berbasis masalah. Teknik pengumpulan data yang dilakukan dengan menggunakan instrumen lembar observasi, tes kemampuan berpikir spasial dan penilaian tindakan terhadap hasil presentasi. Teknik uji instrumen menggunakan aplikasi ANATES v.4, yang terdiri atas pengujian validitas, reliabilitas, tingkat kesukaran, dan daya pembeda soal. Sedangkan teknik analisis data penelitian menggunakan aplikasi SPSS v.16, yang terdiri dari uji normalitas, homogenitas dan uji hipotesis. Hasil penelitian menunjukan: (1) Adanya peningkatan kemampuan berpikir spasial setelah diterapkannya model pembelajaran berbasis masalah pada kelas eksperimen, dengan perolehan rata-rata skor gain 3,19, dengan kategori “sedang”. (2) Adanya peningkatan kemampuan berpikir spasial setelah diterapkannya pembelajaran tanpa menggunakan model pembelajaran berbasis masalah, dengan perolehan rata-rata skor gain 1,94, dengan kategori “rendah”. (3) Terdapat perbedaan yang cukup signifikan antara pembelajaran yang menerapkan model pembelajaran berbasis masalah dengan pembelajaran tanpa menerapkan model tersebut. Kesimpulannya model pembelajaran berbasis masalah berpengaruh (kategori sedang) terhadap kemampuan berpikir spasial dibandingkan dengan tanpa menggunakan model pembelajaran berbasis masalah. Kata Kunci: Model Pembelajaran Berbasis Masalah, Kemampuan Berpikir Spasial, Pembelajaran Geografi This study discusses the effect of problem based learning model on the spatial thinking ability. Empirically and literacy, the problem is the students’ spatial thinking ability is not visible when facing the topic of geographical problems. This is important, remembering that the spatial thinking became the foundation of cognitive skills within the competence of geographic (spatial viewpoint). The ability of spatial thinking consists of three components: spatial concepts, tools of representation, and spatial reasoning. To foster these capabilities requires learning models that are appropriate and effective, therefore this study aims to determine the effect of the problem based learning model to students’ spatial thinking ability in class XI IPS 3 SMAN 22 Bandung. This study uses a quasi-experimental with Kelompok Kontrol Prates-Pascates Berpasangan (Matching pretest-posttest control group) research design. The subjects of this study consisted by class XI IPS 2 as the control class that does not use a problem-based learning model, and class XI IPS 3 as the experimental class that uses problem-based learning model. The data collection techniques that have been done in this study is using observation sheet instruments, spatial thinking ability tests and assessing the action during the result presentation. The technique of instrument testing in this study have been using v.4 ANATES application, which consists of testing the validity, reliability, level of difficulty, and distinguishing matter. Whereas the technique of data analysis have been using SPSS v.16, which consists of normality test, homogeneity, and hypothesis testing. The results shown: (1) an increase in spatial thinking abilities after the implementation of problem based learning model in the experimental class, with the acquisition of the score gain average 3.19, with the "moderate" category, (2) an increase in spatial thinking abilities after the implementation of learning without the use of problem-based learning model, with the acquisition of the score gain average 1.94, with the "low" category, (3) there is a significant difference between learning that applying the problem-based learning model with learning that does not applying the model. In conclusion, the problem based learning model influence (medium category) to the spatial thinking ability compared with without using the problem-based learning model. Keywords: problem-based learning model, spatial thinking skills, learning geography
| Item Type: | Thesis (S1) |
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| Additional Information: | No. Panggil: S_GEO_GAU_p-2016; Pembimbing : I. Ahmad Yani, II. Lili Somantri |
| Uncontrolled Keywords: | Model Pembelajaran Berbasis Masalah, Kemampuan Berpikir Spasial, Pembelajaran Geografi |
| Subjects: | G Geography. Anthropology. Recreation > G Geography (General) L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Fakultas Pendidikan Ilmu Pengetahuan Sosial > Pendidikan Geografi-S1 |
| Depositing User: | Mr. Cahya Mulyana |
| Date Deposited: | 15 Dec 2017 06:48 |
| Last Modified: | 15 Dec 2017 06:48 |
| URI: | http://repository.upi.edu/id/eprint/28279 |
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