D Intan Juwita, - (2018) PENDEKATAN SCIENCE ENVIRONMENT TECHNOLOGY AND SOCIETY (SETS) UNTUK MENINGKATKAN ECOLITERACY PESERTA DIDIK PADA MATERI PEMBANGUNAN LINGKUNGAN BERKELANJUTAN. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini dilatar belakangi oleh pentingnya memahami peningkatan ecoliteracy dalam pembangunan lingkungan berkelanjutan peserta didik pada pembelajaran geografi. Pendekatan SETS dapat membantu meningkatan ecoliteracy, untuk itu dilakukan penelitian penerapan pendekatan SETS dalam pembelajaran geografi. Metode penelitian yang digunakan adalah quasi ekperimen dengan Pretest-Posttest, Non-Equivalent Control Group Design. Variabel yang diteliti adalah indikator ecoliteracy, tahapan – tahapan pendekatan SETS pada materi pembangunan lingkungan berkelanjutan. Sampel terdiri atas dua kelas, yaitu kelas XI Ips 2 sebagai kelas eksperimen dan kelas XI Ips3 sebagai kelas kontrol. Instrumen yang digunakan untuk meningkatan ecoliteracy adalah test, observasi dan LKS, sedangkan untuk pengujian hipotesis menggunakan uji t. Hasil penelitian menunjukan (1). Terdapat perbedaan hasil pretest dan posttest pemahaman peningkatan ecoliteracy peserta didik pada kelas eksperimen dengan pendekatan SETS. Artinya hipotesis Ha1 diterima. (2) Terdapat perbedaan hasil pretes dan posttest peningkatan pemahaman ecoliteracy peserta didik pada kelas kontrol dengan model konvensional. Artinya hipotesis Ha2 diterima. (3) Terdapat perbedaan peningkatan pemahaman ecoliteracy peserta didik pada kelas eksperimen yang menggunakan pendekatan SETS dengan kelas kontrol yang menggunakan model konvensional. Artinya hipotesis Ha diterima. (4) respon yang diiterima guru dan peserta didik sangat baik. Dengan demikian penggunaan pendekatan SETS berpengaruh terhadap pemahaman peningkatan ecoliteracy peserta didik. Untuk itu direkomendasikan penggunaan pendekatan SETS pada pembelajaran geografi. Adapun yang perlu diperhatikan dalam pelaksanaan pendekatan SETS yaitu guru harus memahami pendekatan SETS, matang dalam mempersiapkan perangkat pembelajaran, serta senantiasa memantau dan membimbing peserta didik dalam tahapan-tahapan pendekatan SETS.---- This research is based on the importance of understanding the improvement of ecoliteracy in sustainable development of learners in the learning of geography. The SETS approach can help to increase ecoliteracy, therefore research on the application of the SETS approach in geography learning is conducted. The research method used in this research is quasi experiment with Pretest-Posttest, Non-Equivalent Control Group Design. The variables studied were the ecoliteracy indicator, the steps of the SETS approach on sustainable environmental development materials. The sample consists of two classes, namely class XI Ips 2 as the experimental class and class XI Ips3 as the control class. Instruments used to increase ecoliteracy are test, observation and student’s jobsheet, while for hypothesis testing using t test. The results showed (1). There are differences in pretest and posttest outcomes in understanding the improvement of the learner's ecoliteracy in the experimental class with the SETS approach. Meaning the Ha1 hypothesis is accepted. (2) There is a difference in pretest and posttest results in improving the learner's ecoliteracy understanding in control class with conventional model. This means the Ha2 hypothesis is accepted. (3) There is a difference in ecoliteracy understanding improvement of learners in the experimental class using the SETS approach with the control class using the conventional model. It means Ha hypothesis is accepted. (4) the responses received by teachers and learners are good. The use of the SETS approach affects the understanding increase in the ecoliteracy of learners. Therefore, it is recommended to use SETS approach in geography learning. What is need to be considered in the implementation of the SETS approach that is teachers should understand the SETS approach, mature in preparing learning tools, and constantly monitor and guide learners in the stages of the SETS approach.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | No. Panggil: T GEO INT p-2018 ; Pembimbing: I. Enok Maryani, II. Wanjat Kastolani ; NIM: 1402076 |
| Uncontrolled Keywords: | pendekatan SETS, ecoliteracy , pembeangunan lingkungan berkelanjutan, SETS approach, sustainable environmental development. |
| Subjects: | G Geography. Anthropology. Recreation > G Geography (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > Q Science (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Geografi S-2 |
| Depositing User: | Mr. Arif Rezkyana Nugraha |
| Date Deposited: | 10 Apr 2019 03:19 |
| Last Modified: | 10 Apr 2019 03:19 |
| URI: | http://repository.upi.edu/id/eprint/34416 |
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