Pola penalaran ilmiah dan literasi sains melalui pembelajaran inquiry lesson berbantuan peta konsep pada siswa SMP / Anik Astari

Astari, Anik (2017) Pola penalaran ilmiah dan literasi sains melalui pembelajaran inquiry lesson berbantuan peta konsep pada siswa SMP / Anik Astari. Masters thesis, Universitas Negeri Malang.

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Abstract

ABSTRAK Astari, Anik. (2017). Pola Penalaran Ilmiah dan Literasi Sains melalui Pembelajaran Inquiry Lesson Berbantuan Peta Konsep pada Siswa SMP. Tesis, Program Studi Pendidikan Dasar Konsentrasi Pendidikan IPA, Pascasarjana, Universitas Negeri Malang. Pembimbing: (I) Dr Lia Yuliati, M.Pd, (II) Dr Hadi Suwono, M,Si Kata Kunci: inquiry lesson, peta konsep, pola penalaran ilmiah, literasi sains, kalor, pemanasan global Pola penalaran ilmiah sangat penting peranannya dalam kehidupan. Pola penalaran ilmiah mendasari tingkat literasi sains siswa. Inquiry Lesson merupakan model pembelajaran yang membantu siswa untuk terlibat aktif dalam membangun konsep melalui kegiatan ilmiah. Siswa dilatihkan kerja ilmiah diantaranya menyusun hipotesis, menguji hipotesis, menganalisis data, menyimpulkan, mengkomunikasikan, dan mengaplikasikan konsep yang diperoleh dalam berbagai permasalahan sesuai dengan konteksnya. Peta konsep membantu siswa dalam menghubungkan konsep-konsep. Penelitian ini bertujuan untuk mengetahui pola penalaran ilmiah dan tingkat literasi sains siswa. Penelitian ini menggunakan mixed methods dengan desain Embedded Experimental Model. Subyek penelitian adalah 30 siswa SMP N 1 Ponjong, Gunungkidul, Yogyakarta kelas VII B. Instrumen penelitian ini terdiri dari instrumen intervensi dan instrumen pengukuran. Instrumen intervensi terdiri dari perangkat pembelajaran Inquiry Lesson berbantuan peta konsep. Instrumen pengukuran terdiri dari instrumen tes literasi sains dan pola penalaran ilmiah, kuis, pengamatan proses pembelajaran, dan wawancara. Analisis dilakukan secara kuantitatif pada skor pre-test dan post-test yaitu uji beda, N-Gain, dan effect size. Analisis data secara kualitatif melalui empat langkah yaitu redukdi data, pengodean, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran Inquiry Lesson mampu memperbaiki pola penalaran ilmiah siswa menuju kategori yang lebih tinggi. Setelah pembelajaran Inquiry Lesson berbantuan peta konsep, pada penalaran probabilistik paling banyak siswa mencapai pola penalaran pada kategori Approximate (Ap) , pada penalaran proporsional paling banyak pada kategori Transitional (Tr), dan pada pola penalaran korelasional paling banyak pada kategori One Cell (OC). Terjadi peningkatan pada tingkat literasi sains setelah pembelajaran Inquiry Lesson berbantuan peta konsep, paling banyak pada kategori Functional. Selain itu, terdapat perbedaan yang nyata antara literasi sains siswa sebelum dan sesudah intervensi pada materi kalor dan pemanasan global. Rata-rata literasi sains meningkat dari 4,11 menjadi 86,04 dengan nilai d-effect size sebesar 6,26 yang dikategorikan kuat dan nilai N-Gain sebesar 0,74 dikategorikan memiliki pengaruh besar. ABSTRACT Astari, Anik. (2017). The Scientific Reasoning Patterns and Science Literacy through Inquiry Lesson Learning Assisted by Concept Map on Junior High School Students. Thesis. Basic Education Study Program of Science Education Concentration, Graduate School, Universitas Negeri Malang. Supervisor: (I) Dr Lia Yuliati, M. Pd, (II) Dr Hadi Suwono, M. Si Keywords: inquiry lesson, concept map, scientific reasoning patterns, science literacy, heat, global warming The pattern of scientific reasoning has a very important role in life. And underlie studentsÔÇÖ scientific literacy level . Inquiry Lesson is a learning model that helps students to be actively. Students are trained using scientific work such as preparing a hypothesis, testing hypotheses, analyzing data, concluding, communicating, and applying of the concepts acquired in the various issues. Concept maps help students in relating the concepts. This study aimed to describe patterns of scientific reasoning and scientific literacy level of students through Inquiry Lesson learning. This study was conducted by a mixed methods using embedded experimental model design. The subjects were 30 students of SMP N 1 Ponjong, Gunung Kidul, Yogyakarta class VII B. The instruments consists of learning and measuring instruments. Learning instruments consist of a set of Inquiry Lesson learning materials assisted by concept maps while the measurement instruments consist of science literacy and patterns of scientific reasoning test, quizzes, observation sheets, and interview guidelines. The analysis was performed quantitatively by difference test, N-Gain score, and effect size. The data were analyzed qualitatively using the four steps namely data reduction, encoding, data presentation, and conclusion. The results showed that the Inquiry Lesson learning is able to improve the scientific reasoning patterns of students into a better category. After the implementation Inquiry Lesson assisted by concept maps it was found out that on studentÔÇÖs on probabilistic reasoning, most students achieve patterns of reasoning in the category of Quantitative (Q), on the proportional reasoning, most students were in the category of Transitional (Tr), and on the the correlational pattern of reasoning, students were mostly categorized as One Cell (OC). There is an increase in the level of science literacy after being treated using Inquiry Lesson assisted by concept maps which most of them are most in Functional category. In addition, there are significant differences on studentÔÇÖs science literacy before and after the intervension on heat and global warming subject matter. The average of studentÔÇÖs science literacy increases from 86,04 into 4,11 having d-effect size for 6.26 which is categorized as having a strong influence and the value of N-Gain increased by 0.74 which was categorized as big category.

Item Type: Thesis (Masters)
Subjects: L Education > L Education (General)
Divisions: PASCASARJANA(PS) > S2 Pendidikan Dasar
Depositing User: Users 2 not found.
Date Deposited: 14 Jul 2017 04:29
Last Modified: 09 Sep 2017 03:00
URI: http://repository.um.ac.id/id/eprint/63154

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