Eneng Rahmayanti, - (2022) KETERAMPILAN BERPIKIR KRITIS DAN LINTASAN PERUBAHAN KONSEPTUAL PESERTA DIDIK PADA MATERI PERUBAHAN FISIKA DAN KIMIA MELALUI PEMBELAJARAN INKUIRI. S2 thesis, Universitas Pendidikan Indonesia.
|
Text
T_IPA_2002028_Title.pdf.pdf Download (350kB) | Preview |
|
|
Text
T_IPA_2002028_Chapter1.pdf.pdf Download (235kB) | Preview |
|
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
T_IPA_2002028_Chapter2.pdf.pdf Restricted to Staf Perpustakaan Download (406kB) | Request a copy |
|
|
Text
T_IPA_2002028_Chapter3.pdf.pdf Download (203kB) | Preview |
|
|
Text
T_IPA_2002028_Chapter4.pdf.pdf Restricted to Staf Perpustakaan Download (1MB) | Request a copy |
|
|
Text
T_IPA_202028_Chapter5.pdf.pdf Download (140kB) | Preview |
|
|
Text
T_IPA_2002028_Appendix.pdf.pdf Restricted to Staf Perpustakaan Download (303kB) | Request a copy |
Abstract
ABSTRAK Penelitian ini bertujuan menemukan desain pembelajaran inkuiri pada materi perubahan fisika dan kimia yang tervalidasi untuk membangun keterampilan berpikir kritis dan lintasan perubahan konseptual peserta didik pada pembelajaran perubahan fisika dan kimia, serta memperoleh profil keterampilan berpikir kritis dan gambaran lintasan perubahan konseptual peserta didik melalui pembelajaran tersebut. Metode penelitian yang digunakan adalah deskriptif kualitatif, dan analisis data melalui TBLA (Transcript Based Lesson Analisys). Penelitian dilaksanakan mengacu pada Didactical Design Research (DDR), yang terdiri dari 3 tahap analisis yaitu analisis prosfektif, metapedadidaktik, dan retrosfektif. Implementasi pembelajaran dilaksanakan di kelas VII semester 2 tahun ajaran 2021-2022 pada salah satu SMP di Kabupaten Sumedang. Hasil penelitian membuktikan desain pembelajaran yang digunakan mampu membangun 12 indikator keterampilan berpikir kritis (Ennis, 1985) dan lintasan perubahan konseptual peserta didik. Desain pembelajaran memuat prediksi respon peserta didik dan antisipasi terhadap respon tersebut, memfasilitasi peserta didik melakukan aktivitas penyelidikan dengan bahan yang berkaitan dengan keseharian peserta didik melalui diskusi kelompok dan diskusi kelas. Persentase KBK yang terungkap dari setiap sesi pembelajaran baik pertemuan I (PI) maupun II (PII) berturut-turut adalah kegiatan awal (PI 1,86%, PII 4,11%), kegiatan inti (PI 43,54%, PII 56,94%), dan kegiatan penutup (PI 24,25%, PII 11,94%), dimana seluruh peserta didik terlibat dalam percakapan berpikir kritis namun pada persentase yang berbeda. Lintasan perubahan konseptual peserta didik terungkap mulai dari konflik kognitif di awal pembelajaran, mulai mendapatkan kejelasan konsep (inteligibility dan plausibility) saat melakukan penyelidikan dan diskusi kelompok, pemahaman secara utuh saat diskusi kelas, dan mencapai keberhasilan (fruitfulness) saat proses evaluasi. Kata Kunci: Desain pembelajaran inkuiri, keterampilan berpikir kritis, lintasan perubahan konseptual, Transcript Based Lesson Analisys (TBLA), perubahan fisika dan kimia. ABSTRACT The aims of study are to find an inquiry learning design of physics and chemical change material to promote students' critical thinking skills and trajectories of physics and chemical change learning and identify profiles of critical thinking skills and overview of student’s conceptual trajectories. Research method of description qualitative was used in this study. The collected data were analyzed by Transcript Based Lesson Analysis (TBLA). The implementation of this research refers to the Didactical Design Research (DDR), it consists of 3 stages of analysis (prospective, metapedadidactic, and retrospective analysis). The implementation of learning is carried out at grade VII semester 2 of the 2021-2022 academic year at a junior high school in Sumedang Regency. It was found that the developded learning design is able to promote 12 indikators of critical thinking skills (Ennis, 1985) and the trajectory of students' conceptual change. The learning design consists predictions of student’s responses and its anticipation of student’s responses which facilitated students to carry out investigation activities with materials related to the daily lives through learning strategies of group discussion and class discussion. Based on transcripts of student’s dialog, the percentage of identified critical thinking skills in both meeting I and meeting II are follows: PI 1.86% and PII 4.1% (initial activities), PI 43.54% and PII 56.94% (core activities), and PI 24.25% and PII 11.94% (closing activities). In addition, the identified indikators of trajectories of student conceptual change throughout the learning activities are as follow: clarity of concept (inteligibility and plausibility) when conducting investigations and group discussions, fully understanding during class discussions, and achieving succes (fruitfullness) during the evaluation process. Keywords: Inquiry learning design, critical thinking skills, conceptual change trajectory, Transcript Based Lesson Analysis (TBLA), physical and chemical changes.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=eneng+rahmayanti&btnG= |
| Subjects: | L Education > L Education (General) Q Science > Q Science (General) |
| Depositing User: | Eneng Rahmayanti |
| Date Deposited: | 08 Sep 2022 06:38 |
| Last Modified: | 08 Sep 2022 06:38 |
| URI: | http://repository.upi.edu/id/eprint/79243 |
Actions (login required)
 |
View Item |