PENGARUH PEMBELAJARAN BERBASIS HAKIKAT SAINS TERHADAP PERSEPSI SISWA TENTANG HAKIKAT SAINS DAN KEMAMPUAN KETERAMPILAN PROSES SAINS SISWA
| ctrlnum |
2361 |
|---|---|
| fullrecord |
<?xml version="1.0"?>
<dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><relation>http://repository.upi.edu/2361/</relation><title>PENGARUH PEMBELAJARAN BERBASIS HAKIKAT SAINS TERHADAP PERSEPSI SISWA TENTANG HAKIKAT SAINS DAN KEMAMPUAN KETERAMPILAN PROSES SAINS SISWA </title><creator>Zaman, Badru</creator><subject>Program Studi Pendidikan Biologi</subject><description>Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran berbasis hakikat sains terhadap persepsi siswa tentang hakikat sains dan keterampilan proses sains siswa. Metode penelitian yang digunakan adalah quasy experimental design dengan desain Pretest-Posttest Nonequivalent Control Group Design. Hasil analisis perbandingan persepsi hakikat sains menunujukan terdapat perbedaan signifikan antara kelas kontrol dan kelas eksperimen ditinjau dari persepsi siswa secara keseluruhan. Lebih spesifik lagi, ditemukan kemunculan indikator tertinggi dicapai pada indikator hukum dan teori merupakan hal yang berbeda dalam ilmu pengetahuan ilmiah pada kelas eksperimen. Indikator pengetahuan ilmiah berdasarkan empiris pada kelas kontrol. Kemuculan indikator terendah dicapai oleh indikator penempatan masalah sosial budaya dalam pengetahuan ilmiah pada kelas eksperimen dan indikator ilmuwan menggunakan banyak metode untuk mengembangkan ilmu pengetahuan pada kelas kontrol. Hasil analisis perbandingan keterampilan proses sains siswa menunjukan tidak terdapat perbedaan signifikan antara kelas kontrol dan kelas eksperimen ditinjau dari keterampilan proses sains secara keseluruhan. Kesimpulan yang dapat diambil adalah terdapat perbedaan signifikan persepsi siswa tentang hakikat sains pada kelas kontrol dan kelas eksperimen dan tidak ada perbedaan signifikan ketrampilan proses sains siswa pada kelas kontrol dan kelas eksperimen.

Kata kunci : Pembelajaran berbasis hakikat sains, Persepsi hakikat sains, Keterampilan proses sains. 

The objective of this study was determine the effect of the nature of science based learning on students perceptions about nature of science and students science process skills. The method was Quasy experimental design with Pretest-Posttest Nonequivalent Control Group Design. The results of comparative analysis of perceptions of the nature of science (NOS) showed a significant difference between the control class and the experimental class in terms of overall student perception. Specifically, the highest appearance of the indicator of NOS was found in scientific theories and laws different in scientific knowledge in the experimental class, and the empirical nature of scientific knowledge on control class. The lowest indicators achieved was in the social and cultural embeddedness of scientific knowledge in the experimental class and indicators scientists use many methods to developed science on control class. Comparative analysis of science process skills of students showed no significant difference between the control class and the experimental class in terms of overall science process skills. The conclusion showed a significant difference between the control class and the experimental class in NOS perception and no significant difference between the control class and the experimental class in science process skills. 

Keyword: Nature of science based learning, perceptions of nature of science, science process skills
</description><date>2013-10-18</date><type>Thesis:Bachelors</type><type>PeerReview:NonPeerReviewed</type><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/2361/1/S_BIO_0902106_Title.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/2361/2/S_BIO_0902106_Abstract.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/2361/3/S_BIO_0902106_Table%20of%20Content.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/2361/4/S_BIO_0902106_Chapter1.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/2361/5/S_BIO_0902106_Chapter2.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/2361/6/S_BIO_0902106_Chapter3.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/2361/7/S_BIO_0902106_Chapter4.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/2361/8/S_BIO_0902106_Chapter5.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/2361/9/S_BIO_0902106_Bibliography.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/2361/10/S_BIO_0902106_Appendix.pdf</identifier><identifier> Zaman, Badru (2013) PENGARUH PEMBELAJARAN BERBASIS HAKIKAT SAINS TERHADAP PERSEPSI SISWA TENTANG HAKIKAT SAINS DAN KEMAMPUAN KETERAMPILAN PROSES SAINS SISWA. S1 thesis, Universitas Pendidikan Indonesia. </identifier><recordID>2361</recordID></dc>
|
| language |
eng |
| format |
Thesis:Bachelors Thesis PeerReview:NonPeerReviewed PeerReview Book:Book Book |
| author |
Zaman, Badru |
| title |
PENGARUH PEMBELAJARAN BERBASIS HAKIKAT SAINS TERHADAP PERSEPSI SISWA TENTANG HAKIKAT SAINS DAN KEMAMPUAN KETERAMPILAN PROSES SAINS SISWA |
| publishDate |
2013 |
| topic |
Program Studi Pendidikan Biologi |
| url |
http://repository.upi.edu/2361/1/S_BIO_0902106_Title.pdf http://repository.upi.edu/2361/2/S_BIO_0902106_Abstract.pdf http://repository.upi.edu/2361/3/S_BIO_0902106_Table%20of%20Content.pdf http://repository.upi.edu/2361/4/S_BIO_0902106_Chapter1.pdf http://repository.upi.edu/2361/5/S_BIO_0902106_Chapter2.pdf http://repository.upi.edu/2361/6/S_BIO_0902106_Chapter3.pdf http://repository.upi.edu/2361/7/S_BIO_0902106_Chapter4.pdf http://repository.upi.edu/2361/8/S_BIO_0902106_Chapter5.pdf http://repository.upi.edu/2361/9/S_BIO_0902106_Bibliography.pdf http://repository.upi.edu/2361/10/S_BIO_0902106_Appendix.pdf http://repository.upi.edu/2361/ |
| contents |
Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran berbasis hakikat sains terhadap persepsi siswa tentang hakikat sains dan keterampilan proses sains siswa. Metode penelitian yang digunakan adalah quasy experimental design dengan desain Pretest-Posttest Nonequivalent Control Group Design. Hasil analisis perbandingan persepsi hakikat sains menunujukan terdapat perbedaan signifikan antara kelas kontrol dan kelas eksperimen ditinjau dari persepsi siswa secara keseluruhan. Lebih spesifik lagi, ditemukan kemunculan indikator tertinggi dicapai pada indikator hukum dan teori merupakan hal yang berbeda dalam ilmu pengetahuan ilmiah pada kelas eksperimen. Indikator pengetahuan ilmiah berdasarkan empiris pada kelas kontrol. Kemuculan indikator terendah dicapai oleh indikator penempatan masalah sosial budaya dalam pengetahuan ilmiah pada kelas eksperimen dan indikator ilmuwan menggunakan banyak metode untuk mengembangkan ilmu pengetahuan pada kelas kontrol. Hasil analisis perbandingan keterampilan proses sains siswa menunjukan tidak terdapat perbedaan signifikan antara kelas kontrol dan kelas eksperimen ditinjau dari keterampilan proses sains secara keseluruhan. Kesimpulan yang dapat diambil adalah terdapat perbedaan signifikan persepsi siswa tentang hakikat sains pada kelas kontrol dan kelas eksperimen dan tidak ada perbedaan signifikan ketrampilan proses sains siswa pada kelas kontrol dan kelas eksperimen.
Kata kunci : Pembelajaran berbasis hakikat sains, Persepsi hakikat sains, Keterampilan proses sains.
The objective of this study was determine the effect of the nature of science based learning on students perceptions about nature of science and students science process skills. The method was Quasy experimental design with Pretest-Posttest Nonequivalent Control Group Design. The results of comparative analysis of perceptions of the nature of science (NOS) showed a significant difference between the control class and the experimental class in terms of overall student perception. Specifically, the highest appearance of the indicator of NOS was found in scientific theories and laws different in scientific knowledge in the experimental class, and the empirical nature of scientific knowledge on control class. The lowest indicators achieved was in the social and cultural embeddedness of scientific knowledge in the experimental class and indicators scientists use many methods to developed science on control class. Comparative analysis of science process skills of students showed no significant difference between the control class and the experimental class in terms of overall science process skills. The conclusion showed a significant difference between the control class and the experimental class in NOS perception and no significant difference between the control class and the experimental class in science process skills.
Keyword: Nature of science based learning, perceptions of nature of science, science process skills
|
| id |
IOS14013.2361 |
| institution |
DEFAULT |
| institution_type |
library:public library |
| library |
DEFAULT |
| collection |
DEFAULT |
| city |
DEFAULT |
| province |
DEFAULT |
| repoId |
IOS14013 |
| first_indexed |
2020-06-22T08:23:09Z |
| last_indexed |
2020-06-22T08:23:09Z |
| recordtype |
dc |
| merged_child_boolean |
1 |
| _version_ |
1685880358575276032 |
| score |
17.610468 |