Kasi, Yohanes Freadyanus (2016) PENERAPAN PEMBELAJARAN IPATERPADU BERBASIS UNIVERSAL DESIGN FOR LEARNING (UDL) UNTUK MENINGKATKAN PENGUASAAN KONSEP PESERTA DIDIK YANG MENGALAMI KESULITAN BELAJAR PADA MATERI TEKANAN ZAT CAIR. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Tujuan penelitian ini adalah menerapkan pembelajaran IPA terpadu dengan rancangan pembelajaran berbasis Universal Design for Learning (UDL) untuk meningkatkan penguasaan konsep peserta didik yang mengalami kesulitan belajar di sekolah inklusi. Subjek penelitian adalah siswa kelas VIII di salah satu SMP Negeri di Kota Kupang-NTT. Penelitian ini menggunakan metode quasi eksperimen, kelas eksperimen menggunakan UDL dan kelas kontrol menggunakan metode diskusi, dengan desain randomized pretest-posttest control group design dan single-subject design. Data dikumpulkan dengan menggunakan soal penguasaan konsep, lembar observasi peserta didik berkebutuhan khusus, lembar angket respon guru dan peserta didik, format wawancara dan lembar observasi keterlaksanaan pembelajaran. Hasil penelitian menunjukkan bahwa keterlaksanaan pembelajaran IPA terpadu dengan UDL dan metode diskusi sudah sesuai dengan yang direncanakan. Keterlaksanaan tahapan metode UDL untuk aktivitas guru mengelola pembelajaran masuk dalam kategori baik dengan rata-rata skor 3,5 (skala 4,0) sedangkan untuk aktivitas peserta didik berkebutuhan khusus mendapatkan persentase nilai rata-rata sebesar 82,7% masuk pada kategori sangat tinggi. Peningkatan penguasaan konsep antara kelas yang memperoleh pembelajaran IPA terpadu dengan UDL dan kelas yang memperoleh pembelajaran IPA terpadu metode diskusi berbeda secara signifikan. Pembelajaran IPA terpadu dengan UDL dapat meningkatkan penguasaan konsep peserta didik dengan nilai N-Gain 64% (kategori sedang), sedangkan pembelajaran IPA terpadu dengan metode diskusi hanya dapat meningkatkan penguasaan konsep peserta didik dengan nilai N-Gain 11% (kategori rendah). Analisis pengaruh UDL terhadap peserta didik berkebutuhan khusus menunjukkan bahwa peserta didik tersebut senang dan antusias dalam proses pembelajaran karena mereka dapat menemukan suatu konsep sendiri sehingga meningkatkan penguasaan konsep peserta didik berkebutuhan khusus dengan nilai N-Gain 52% (kategori sedang) berbeda dibandingkan peserta didik berkebutuhan khusus dengan metode diskusi yang memberikan hasil penguasaan konsep dengan nilai N-Gain adalah 8% (kategori rendah). Guru dan peserta didik menanggapi positif terhadap penerapan pembelajaran IPA terpadu dengan UDL. Dengan demikian dapat disimpulkan bahwa pembelajaran IPA terpadu dengan UDL dapat digunakan untuk meningkatkan penguasaan konsep peserta didik yang mengalami kesulitan belajar di sekolah inklusi.; The purpose of this study is to apply learning of integrated science with Universal Design for Learning (UDL) lesson plan to increase the mastery of students concepts who difficult to study in inclusion schools. The research subject were students in grade VIII in one of Junior High Schools in Kupang, East Nusa Tenggara (NTT). The research method used quasi experiment, experimental class used UDL and control class used discussion method with randomized pretest-postest control group design and single subject design. The data collected by using the test of concept mastery, the observation sheet of learners who have specific requirement, questionnaire sheet of the teacher and learners’ response, the interview format and the observation sheet of the learning process. The result of this study shown that learning process of Integrated science with UDL and the teacher activity in managing class included in good category on the average score 3.5, while the activity of learners who have specific requirement gained the percentage on the average score 82.7 included in very good category. The increasing of mastery concept between the class which learning integrated science with UDL and the class which learning Integrated science with discussion method are significantly different. Learning Integrated science used UDL can increase the students’ concept mastery with percentage of N-Gain score 64% (medium category), meanwhile learning integrated science used discussion method with percentage of N-Gain score 11% (low category). Analyzing the influence of UDL towards the students who have specific requirement shown that they are happy and enthusiastic in learning process because they can find a concept by themselves in order to increase the concept mastery of the students who have the specific requirement with the percentage of N-Gain score 52% (medium category). It is different to compare with the students who have the specific requirement used discussion method which give the score result of concept mastery percentage of N-Gain score 8% (low category). The teacher and learners perceived positively towards the implementation of integrated science learning used UDL. Therefore, it could be concluded that Integrated science learning used UDL can be used to increase the concept mastery of the students who have difficulties in the inclusion school.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | No. Panggil: T IPA KAS p-2016; Promotor: I. Didi Teguh Chandra, II. Hernani |
| Uncontrolled Keywords: | pembelajaran IPA terpadu, Universal Design for Learning (UDL), penguasaan konsep, sekolah inklusi, Integrated science Learning, Universal Design for Learning (UDL), Mastering Concept, Inclusion School. |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education Q Science > Q Science (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan IPA S-2 |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 18 Jul 2017 09:14 |
| Last Modified: | 18 Jul 2017 09:14 |
| URI: | http://repository.upi.edu/id/eprint/23773 |
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