Rinaningsih, - (2019) PENGEMBANGAN MODEL PERKULIAHAN SOROGAN-BANDONGAN DALAM KIMIA ORGANIK DAN DAMPAKNYA PADA PENGUASAAN KONSEP, TANGGUNG JAWAB, KEMANDIRIAN, DAN KETERBUKAAN. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian dilakukan dalam rangka mengembangkan model perkuliahan Sorogan-Bandongan pada kimia organik, sebagai salah satu diantara implementasi kurikulum mandiri berbasis individu. Kurikulum mandiri berbasis individu merupakan strategi dalam mencapai tujuan pendidikan nasional. Kurikulum mandiri berbasis individu telah diterapkan ± 1300 tahun di Pondok Pesantren. Penerapan kurikulum tersebut pada Pondok Pesantren menggunakan Metode Sorogan dan Metode Bandongan. Penelitian ini bertujuan untuk mengembangkan Model Perkuliahan Sorogan-Bandongan Kimia Organik. Subjek penelitian terdiri atas 26 mahasiswa kelas kontrol dan 26 mahasiswa kelas eksperimen yang sedang memprogram mata kuliah Kimia Organik I. Kelas eksperimen memperoleh pembelajaran Model Sorogan-Bandongan dan kelas kontrol pembelajaran konvensional. Desain penelitian yang digunakan yakni Design and Development Research Project dari Richey. Dari kegiatan pengembangan dihasilkan Model Perkuliahan Sorogan-Bandongan Kimia Organik dengan sintak sebagai berikut: (a) membaca handout, (b) mengerjakan tes diagnostik, (c) Sorogan, dan (d) Bandongan. Data hasil implementasi disajikan secara deskriptif kualitatif. Dampak implementasi Model Perkuliahan Sorogan-Bandongan dideskripsikan sebagai data kuantitatif hasil perhitungan statistik uji-t. Rata-rata N-Gain penguasaan konsep kelas eksperimen sebesar 0,43 dan kelas kontrol sebesar 0,2. Rata-rata N-Gain sikap tanggung jawab kelas eksperimen sebesar 0,18 dan kelas kontrol sebesar 0,16 Rata-rata N-Gain sikap kemandirian kelas eksperimen sebesar 0,428 dan kelas kontrol sebesar 0,433. Rata-rata N-Gain sikap keterbukaan kelas eksperimen sebesar 0,54 dan kelas kontrol sebesar 0,44. Temuan hasil penelitian didapatkan bahwa terdapat perbedaan yang signifikan pada penguasaan konsep antara kelas eksperimen dan kontrol serta tidak ada perbedaan signifikan pada tanggung jawab, kemandirian, dan keterbukaan. Temuan tersebut mengindikasikan Model Sorogan-bandongan berpengaruh terhadap penguasaan konsep mahasiswa. Temuan hasil ditafsirkan bahwa Model Perkuliahan Sorogan-Bandongan dapat dipergunakan sebagai desain program kurikulum mandiri berbasis individu. The research was conducted to depelop the lecturer Model Sorogan-Bandongan in organic chemistry, it is the one of the implementations of the individual-based autonomous curriculum. The development of an individual-based autonomous learning model is a strategy in achieving the national education goals. The individual-based autonomous curriculum has been implemented ± 1300 years at Islamic Boarding Schools employing the Sorogan and Bandongan methods. This research aims to develop an organik chemistry Sorogan-Bandongan lecture model. The research subjects consisted of 26 kontrol class students and 26 experimental class students who were taking the course of Organik Chemistry I. The experimental class was taught with the Sorogan-Bandongan learning model, while the kontrol class with conventional learning. The research employed Richey’s Design and Development Research Project. The development project produced an organik chemistry Sorogan-Bandongan lecture model with the following syntax: (a) reading handouts, (b) taking diagnostic tests, (c) practicing Sorogan, and (d) practicing Bandongan. The results of the implementation are presented descriptive- qualitatively. The impact of the implementation of the Sorogan-Bandongan lecture model is described as quantitative data based on the t-test calculations. The average N-Gains for conceptual mastery of the experimental class and the kontrol class were 0.43 and 0.2, respectively. The average N-Gains for responsibility of the experimental class and the kontrol class were 18.11 and 15.65, respectively. The average N-Gains for independence of the experimental class and the kontrol class were 42.83 and 43.33, respectively. The average N-Gains for openness of the experimental class and the kontrol class were 53.78 and 43.78, respectively. Furthermore, the research found that there was a significant difference in the conceptual mastery between the experimental and kontrol classes, but there were no significant differences in their responsibility, independence, and openness. These findings indicate that the Sorogan-bandongan lecture model influenced the students’ conceptual mastery. The results of the findings are interpreted as follow: The Sorogan-Bandongan lecture model can be used as a teaching design of individual-based autonomous curriculum programs.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | No panggil : D IPA RIN p-2019; Pembimbing : I. Asep Kadarohman, II. Suyatno; NIM : 1303326 |
| Uncontrolled Keywords: | MOdel Perkuliahan, Sorongan Bandingan, Kimia Organik, |
| Subjects: | L Education > L Education (General) Q Science > QD Chemistry |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan IPA S-3 |
| Depositing User: | Yayu Wulandari |
| Date Deposited: | 31 Mar 2020 06:44 |
| Last Modified: | 31 Mar 2020 06:44 |
| URI: | http://repository.upi.edu/id/eprint/48229 |
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