Nindy Lestarie, - (2021) PEMBELAJARAN PRAKTIKUM INKUIRI KELOMPOK KECIL BERDASARKAN TINGKAT PENGETAHUAN AWAL UNTUK MENINGKATKAN LITERASI SAINS KONTEKS ESD (EDUCATION FOR SUSTAINABLE DEVELOPMENT). S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Pembelajaran sains merupakan wujud implementasi pendidikan sains dalam skala yang paling kecil. Dalam praktiknya, pembelajaran sains di Indonesia dianggap belum memuaskan, dilihat dari rendahnya hasil literasi sains pada ajang PISA. Tidak ada jalan lain yang dapat dilakukan selain melakukan perbaikan proses pembelajaran yang dapat dimulai dari dalam kelas. Di sisi lain, materi pencemaran lingkungan sangat esensial untuk dipelajari mengingat semakin maraknya kasus pencemaran lingkungan yang terjadi setiap harinya. Siswa diharapkan untuk tidak hanya paham secara teori, namun juga dapat peka, mampu memberikan solusi, serta memiliki pemikiran berkelanjutan. Penelitian ini secara umum bertujuan mengembangkan pembelajaran sains yang dapat meningkatkan literasi sains konteks ESD (Education For Sustainable Development) siswa melalui kegiatan praktikum menggunakan metode inkuiri terbimbing kelompok kecil dengan mempertimbangkan tingkat pengetahuan awal siswa pada materi pencemaran lingkungan, sekaligus melihat profil kesadaran keberlanjutan siswa kelas tujuh. Penelitian ini menggunakan desain penelitian deskriptif dan quasi eksperiment matching-only pretest – post test control group design, dengan subjek penelitian sebanyak 54 siswa kelas VII di SMPN 4 Karangpawitan, Kabupaten Garut, Jawa Barat. Berdasarkan analisis data, disimpulkan bahwa (1) kegiatan praktikum menggunakan metode inkuiri terbimbing dengan setting pembentukan kelompok kecil yang mempertimbangkan pengetahuan awal dalam pengaturan anggota kelompok mempengaruhi peningkatan literasi sains, (2) kesadaran keberlanjutan siswa kelas tujuh meningkat seiring meningkatkanya kemampuan literasi sains mereka. Science learning is one of the implementation of science education on the smallest scale. In the practice, science learning in Indonesia is considered unsatisfactory, seen from the low scientific literacy results in the PISA event. There is no other way that have to do except improve the learning process that can be started from within the classroom. On the other hand, environmental pollution material is very essential to study considering the increasing number of cases of environmental pollution that occur every day. Students are expected to not only understand theoretically, but also to be sensitive, able to provide solutions, and have sustainable thinking. This research generally aims to develop science learning that can improve students' scientific literacy in the context of ESD (Education For Sustainable Development) through practical activities using guided inquiry method of small groups by considering the level of students' prior knowledge on environmental pollution material, as well as observing at the sustainability consciousness profile of seventh grade students. This study used a descriptive research design and a quasi-experimental matching-only pretest – post-test control group design, with 54 seventh grade students at SMPN 4 Karangpawitan, Garut Regency, West Java. Based on data analysis, it has concluded that (1) practicum activities using guided inquiry method with setting the formation of small groups that consider prior knowledge in group member settings affect the increase of science literacy, (2) the sustainability consciousness of seventh grade students increases along with the upgrading of their science literacy skills. Keywords: Guided inquiry practicum, ESD, small group, prior knowledge
| Item Type: | Thesis (S2) |
|---|---|
| Uncontrolled Keywords: | Praktikum inkuiri terbimbing, ESD, kelompok kecil, pengetahuan awal |
| Subjects: | L Education > L Education (General) Q Science > Q Science (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan IPA S-2 |
| Depositing User: | Nindy Lestarie |
| Date Deposited: | 06 Sep 2021 02:58 |
| Last Modified: | 06 Sep 2021 02:58 |
| URI: | http://repository.upi.edu/id/eprint/64885 |
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