PENGARUH PEMBELAJARAN INTERACTIVE DEMONSTRATION TERHADAP PENINGKATAN KEMAMPUAN LITERASI SAINS DAN SIKAP ILMIAH SISWA SMP PADA MATERI TRANSPORTASI PADA TUMBUHAN
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</title><creator>Rohayati, Tika</creator><subject>Program Studi Pendidikan Biologi</subject><description>Literasi Sains siswa Indonesia pada PISA (Program for International Student Assessment) 2009 menunjukkan siswa Indonesia menduduki peringkat ke-57 dari 65 negara peserta. Salah satu penyebab rendahnya pencapaian literasi sains siswa Indonesia dikarenakan kurangnya pembelajaran yang melibatkan proses sains. Inkuiri sering dianggap dapat memberikan implikasi terhadap literasi sains dan sikap ilmiah siswa. Penelitian dilakukan di salah satu SMP Negeri di kota Bandung dan bertujuan untuk mengidentifikasi perbedaan dan peningkatan pencapaian literasi sains dan sikap ilmiah siswa SMP antara kelompok eksperimen (pembelajaran interactive demonstration) dan kelompok kontrol (pembelajaran konvensional). Penelitian quasi experminent ini menggunakan nonrandomized control group, pretest posttest design dan menggunakan pretest dan posttest sebagai teknik pengumpulan data literasi sains dan sikap ilmiah siswa. Uji prasyarat dilakukan sebelum melakukan uji beda literasi sains dan sikap ilmiah. Hasil penelitian menunjukkan keterlaksanaan model mencapai 89% (sangat baik) sedangkan hasil t-test literasi sains menunjukkan t=0.0001 dan hasil t-test sikap ilmiah t=0.003 dengan α=0.05 (H0 ditolak). N-gain literasi sains kelompok eksperimen adalah 0.47 (sedang) dan kelompok kontrol 0.20 (rendah). N-gain sikap ilmiah kelompok ekperimen adalah 0.34 (sedang) dan kelompok kontrol 0.20 (rendah). Hasil ini mengindikasikan pembelajaran interactive demonstration berpengaruh positif terhadap literasi sains dan sikap ilmiah siswa SMP.

Kata kunci : literasi sains, sikap ilmiah, inkuiri, interactive demonstration

Scientific Literacy of Indonesia Student in PISA (Program for International Student Assessment) 2009 shows Indonesian student rank 57th among 65 participants. The lack due student’s process science is one of the main reasons. Inquiry (interactive demonstration) is considered able to give implication toward scientific inquiry and scientific attitude. This study was conducted in one of public junior high school in Bandung and aims to identify the differences and improvement of junior high school students’ scientific literacy and scientific attitude between experimental group (interactive demonstration) and control group (conventional method). This quasi experimental used nonrandomized control group, pretest posttest design and data collected through pretest and posttest. The assumption test has been done before examine t-test. The scientific literacy result shows the percentage of performance model is 89% (very good), and t-test scientific literacy shows t=0.0001 and scientific attitude t-test t=0.003 with α=0.05 (H0 is not accepted). N-gain of scientific literacy experiment group is 0.47 (moderate) and control group is 0.20 (low). Meanwhile scientific attitude result shows N-gain experiment group is 0.34 (moderate) and control group is 0.20 (low). Thus, indicate interactive demonstration had positive effect toward junior high school students’ scientific literacy and scientific attitude.

Keywords: scientific literacy, scientific attitude, inquiry, interactive demonstration

</description><date>2013-09-23</date><type>Thesis:Bachelors</type><type>PeerReview:NonPeerReviewed</type><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/1538/1/S_BIO_0900430_TITLE.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/1538/2/S_BIO_0900430_ABSTRACT.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/1538/3/S_BIO_0900430_TABLE%20OF%20CONTENT.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/1538/4/S_BIO_0900430_CHAPTER1.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/1538/5/S_BIO_0900430_CHAPTER2.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/1538/6/S_BIO_0900430_CHAPTER3.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/1538/7/S_BIO_0900430_CHAPTER4.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/1538/8/S_BIO_0900430_CHAPTER5.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/1538/9/S_BIO_0900430_BIBLIOGRAPHY.pdf</identifier><type>Book:Book</type><language>eng</language><identifier>http://repository.upi.edu/1538/10/S_BIO_0900430_APPENDIX.pdf</identifier><identifier> Rohayati, Tika (2013) PENGARUH PEMBELAJARAN INTERACTIVE DEMONSTRATION TERHADAP PENINGKATAN KEMAMPUAN LITERASI SAINS DAN SIKAP ILMIAH SISWA SMP PADA MATERI TRANSPORTASI PADA TUMBUHAN. S1 thesis, Universitas Pendidikan Indonesia. </identifier><recordID>1538</recordID></dc>
|
| language |
eng |
| format |
Thesis:Bachelors Thesis PeerReview:NonPeerReviewed PeerReview Book:Book Book |
| author |
Rohayati, Tika |
| title |
PENGARUH PEMBELAJARAN INTERACTIVE DEMONSTRATION TERHADAP PENINGKATAN KEMAMPUAN LITERASI SAINS DAN SIKAP ILMIAH SISWA SMP PADA MATERI TRANSPORTASI PADA TUMBUHAN |
| publishDate |
2013 |
| topic |
Program Studi Pendidikan Biologi |
| url |
http://repository.upi.edu/1538/1/S_BIO_0900430_TITLE.pdf http://repository.upi.edu/1538/2/S_BIO_0900430_ABSTRACT.pdf http://repository.upi.edu/1538/3/S_BIO_0900430_TABLE%20OF%20CONTENT.pdf http://repository.upi.edu/1538/4/S_BIO_0900430_CHAPTER1.pdf http://repository.upi.edu/1538/5/S_BIO_0900430_CHAPTER2.pdf http://repository.upi.edu/1538/6/S_BIO_0900430_CHAPTER3.pdf http://repository.upi.edu/1538/7/S_BIO_0900430_CHAPTER4.pdf http://repository.upi.edu/1538/8/S_BIO_0900430_CHAPTER5.pdf http://repository.upi.edu/1538/9/S_BIO_0900430_BIBLIOGRAPHY.pdf http://repository.upi.edu/1538/10/S_BIO_0900430_APPENDIX.pdf http://repository.upi.edu/1538/ |
| contents |
Literasi Sains siswa Indonesia pada PISA (Program for International Student Assessment) 2009 menunjukkan siswa Indonesia menduduki peringkat ke-57 dari 65 negara peserta. Salah satu penyebab rendahnya pencapaian literasi sains siswa Indonesia dikarenakan kurangnya pembelajaran yang melibatkan proses sains. Inkuiri sering dianggap dapat memberikan implikasi terhadap literasi sains dan sikap ilmiah siswa. Penelitian dilakukan di salah satu SMP Negeri di kota Bandung dan bertujuan untuk mengidentifikasi perbedaan dan peningkatan pencapaian literasi sains dan sikap ilmiah siswa SMP antara kelompok eksperimen (pembelajaran interactive demonstration) dan kelompok kontrol (pembelajaran konvensional). Penelitian quasi experminent ini menggunakan nonrandomized control group, pretest posttest design dan menggunakan pretest dan posttest sebagai teknik pengumpulan data literasi sains dan sikap ilmiah siswa. Uji prasyarat dilakukan sebelum melakukan uji beda literasi sains dan sikap ilmiah. Hasil penelitian menunjukkan keterlaksanaan model mencapai 89% (sangat baik) sedangkan hasil t-test literasi sains menunjukkan t=0.0001 dan hasil t-test sikap ilmiah t=0.003 dengan α=0.05 (H0 ditolak). N-gain literasi sains kelompok eksperimen adalah 0.47 (sedang) dan kelompok kontrol 0.20 (rendah). N-gain sikap ilmiah kelompok ekperimen adalah 0.34 (sedang) dan kelompok kontrol 0.20 (rendah). Hasil ini mengindikasikan pembelajaran interactive demonstration berpengaruh positif terhadap literasi sains dan sikap ilmiah siswa SMP.
Kata kunci : literasi sains, sikap ilmiah, inkuiri, interactive demonstration
Scientific Literacy of Indonesia Student in PISA (Program for International Student Assessment) 2009 shows Indonesian student rank 57th among 65 participants. The lack due student’s process science is one of the main reasons. Inquiry (interactive demonstration) is considered able to give implication toward scientific inquiry and scientific attitude. This study was conducted in one of public junior high school in Bandung and aims to identify the differences and improvement of junior high school students’ scientific literacy and scientific attitude between experimental group (interactive demonstration) and control group (conventional method). This quasi experimental used nonrandomized control group, pretest posttest design and data collected through pretest and posttest. The assumption test has been done before examine t-test. The scientific literacy result shows the percentage of performance model is 89% (very good), and t-test scientific literacy shows t=0.0001 and scientific attitude t-test t=0.003 with α=0.05 (H0 is not accepted). N-gain of scientific literacy experiment group is 0.47 (moderate) and control group is 0.20 (low). Meanwhile scientific attitude result shows N-gain experiment group is 0.34 (moderate) and control group is 0.20 (low). Thus, indicate interactive demonstration had positive effect toward junior high school students’ scientific literacy and scientific attitude.
Keywords: scientific literacy, scientific attitude, inquiry, interactive demonstration
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