Ahmad Yani, - (2010) PENGEMBANGAN MODEL MEANINGFUL LEARNING UNTUK MENINGKATKAN DAYA NALAR SISWA MELALUI APLIKASI MIND MAP PADA MATA PELAJARAN GEOGRAFI DI SMA. S3 thesis, Universitas Pendidikan Indonesia.
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Abstract
Pembelajaran geografi di SMA sampai saat ini masih menghadapi masalah yaitu di antaranya para siswa masih mengalami kesulitan dalam mengaitkan antar konsep geografi yang dipelajarinya. Oleh karena itu penulis memandang perlu adanya alternatif model pembelajaran yaitu meaningful learning untuk meningkatkan daya nalar siswa melalui aplikasi mind map pada mata pelajaran geografi. Penelitian ini menggunakan pendekatan kuantitatif dengan metode Research and Development. Secara umum langkah penelitiannya meliputi tiga tahap yaitu pendahuluan, pengembangan, dan pengujian. Hasil temuan menunjukkan ) bahwa model meaningful learning melalui aplikasi mind map menunjukkan keunggulan dan keung.gulannya terletak pada tahap connecting concept dari empat langkah pembelajaran yang ditemukan. Berdasarkan temuan tersebut peneliti menyimpulkan bahwa (1) meaningful learning menghargai pengalaman atau pengetahuan awal siswa yang dapat digali sebelum proses pembelajaran, (2) semakin banyak konsep yang dapat disebutkan maka semakin banyak peluang bagi siswa untuk melakukan koneksi antar konsep, (3) pembelajaran bermakna memerlukan media yang dapat membantu merekam proses kegiatan connecting concept, (4) pada saat penggalian konsep, pengalaman dari kelompok berpengaruh terhadap pembentukan pengetahuan baru siswa secara individu, (5) mind map dapat dijadikan alat bukti prestasi yang sama kedudukannya dengan hasil tes objektif dan essay, dan (6) efektivitas pembelajaran meaningful learning melalui aplikasi mind map sangat ditentukan oleh tingkat keterampilan guru dalam mengajukan pertanyaan di kelas. Berdasarkan simpulan di atas muncul sejumlah implikasi dalam pembelajaran geografi yaitu antara lain (1) perlu penyesuaian pengemasan materi dari sekuens struktural menjadi sekuens konsentris-spiral, (2) perlu penyediaan model• model mind map ideal yang berfungsi sebagai panduan bagi guru saat mengajar, dan (3) perlu pembutan format penilaian daya nalar karena mind map merupakan portofolio hasil belajar siswa. Besarnya perhatian model terhadap tahap connecting concept, maka peneliti mengajukan nama baru untuk model ini yaitu connecting concept learning. ;Learning geography in high school is still facing a problem, that is among the students still have difficulty in linking between geography concepts that they learned. Therefore, the authors looked at necessary of alternative models of learning that is meaningful learning to enhance students' perceptibility through the application of mind map on the subjects of geography. This study uses a quantitative approach to the method of Research and Development. In general, research step involves three stages: introduction, development, and testing. The findings indicate that ) the model of meaningful learning through the application of mind map shows the advantages and superiority lies in the stage of connecting concept from the four steps of learning were found. Based on these findings the researchers concluded that (1) meaningful learning to appreciate the experience or prior knowledge of students who may be dug before the learning process, (2) the more concepts that may be mentioned the more opportunities for students to make connections between concepts, (3) meaningful learning need a media that can help record the process of connecting concept, (4) at the time of digging the concept, the experience of influence group on the formation of new knowledge of students as individual, (5) mind map can be used as evidence of achievement in the same position with the results test of objective and essay , and (6) the effectiveness of meaningful learning through the application of mind map is largely determined by the level of teachers' skills in asking questions in class. Based on the above conclusions emerged a number of implications in the learning of geography, are (1) necessary adjustments to the packaging of material from the structural sequence to be concentric-spiral sequences, (2) need to supply the ideal mind map models that serves as a guide for teachers in teaching process, and (3) needs the making of perceptibility assessment format due to mind map is a portfolio of student learning outcomes. The amount of attention to the stage of connecting concept model, so the researchers proposes a new name for this model that is connecting conceptlearning.
| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | https://scholar.google.co.id/citations?user=xRzFTPEAAAAJ&hl=en |
| Uncontrolled Keywords: | Bermakna, Nalar, Geografi; Meaningful, Logic, Geography |
| Subjects: | G Geography. Anthropology. Recreation > G Geography (General) L Education > L Education (General) L Education > LB Theory and practice of education > LB2361 Curriculum |
| Divisions: | Sekolah Pasca Sarjana > Pengembangan Kurikulum S-3 |
| Depositing User: | DAM STAF Editor |
| Date Deposited: | 26 Dec 2022 07:05 |
| Last Modified: | 26 Dec 2022 07:05 |
| URI: | http://repository.upi.edu/id/eprint/86572 |
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