PENGARUH PENERAPAN MIND MAP KOLABORATIF TERHADAP KETERAMPILAN ARGUMENTASI SISWA SMA PADA MATERI PERUBAHAN LINGKUNGAN

• Main Author: Saffanah Nadhirah, - (Author)
• Format: Book
• Published: 2023-08-16.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/101322/8/S_BIO_1900077_Title.pdf; http://repository.upi.edu/101322/2/S_BIO_1900077_Chapter1.pdf; http://repository.upi.edu/101322/3/S_BIO_1900077_Chapter2.pdf; http://repository.upi.edu/101322/4/S_BIO_1900077_Chapter3.pdf; http://repository.upi.edu/101322/5/S_BIO_1900077_Chapter4.pdf; http://repository.upi.edu/101322/6/S_BIO_1900077_Chapter5.pdf; http://repository.upi.edu/101322/7/S_BIO_1900077_Appendix.pdf
• Keywords: L Education (General); QH301 Biology

Dalam tuntutan abad 21, keterampilan argumentasi termasuk dalam keterampilan yang dibutuhkan untuk menjawab tantangan di masa yang akan datang termasuk salah satunya terkait persoalan lingkungan, namun keterampilan tersebut dinilai masih rendah dimiliki oleh siswa karena proses pembelajaran yang tidak melatih keterampilan tersebut dan konsep yang belum terpahami secara utuh, sehingga salah satu pembelajaran yang dapat digunakan ialah pembelajaran mind mapping kolaboratif. Penelitian ini bertujuan untuk menganalisis pengaruh penerapan mind mapping kolaboratif terhadap kemampuan argumentasi siswa SMA pada materi perubahan lingkungan melalui metode quasi experimental dengan desain penelitian pretest-posttest control group design. Penelitian ini dilakukan terhadap siswa kelas X di salah satu SMA di bandung dengan jumlah siswa sebanyak 34 orang dari kelas kontrol maupun eksperimen. Kelas kontrol menerapkan pembelajaran kolaborasi tanpa teknik mind mapping sedangkan kelas eksperimen menerapkan pembelajaran kolaborasi dengan teknik mind mapping. Instrumen yang digunakan terdiri dari tes keterampilan argumentasi berupa soal essay, lembar analisis transkrip kualitas argumentasi, dan lembar wawancara respon siswa. Hasil penelitian menunjukkan bahwa pembelajaran mind mapping kolaboratif berpengaruh secara signifikan terhadap keterampilan argumentasi siswa pada kelas eksperimen dibandingkan kelas kontrol dan kualitas argumentasi siswa berada pada level 3-4. Beberapa peran pembelajaran mind mapping kolaboratif berdasarkan respon siswa diantaranya melatih kreativitas, mendapatkan banyak fakta, membantu menemukan benang merah dan memecahkan akar masalah, serta mendukung kenyamanan belajar bagi siswa. In the demands of the 21st century, argumentation skills are included in the skills needed to answer challenges in the future including one related to environmental issues, but these skills are still considered low by students because the learning process does not train these skills and concepts that are not fully understood. intact, so that one of the lessons that can be used is collaborative mind mapping learning. This study aims to analyze the effect of applying collaborative mind mapping on high school students' argumentation abilities on environmental change material through a quasi-experimental method with a pretest-posttest control group design. This research was conducted on class X students at a high school in Bandung with a total of 34 students from the control and experimental classes. The control class applies collaborative learning without mind mapping techniques while the experimental class applies collaborative learning with mind mapping techniques. The instruments used consisted of an argumentation skill test in the form of essay questions, transcript analysis sheets of argumentation quality, and student response interview sheets. The results showed that collaborative mind mapping learning had a significant effect on students' argumentation skills in the experimental class compared to the control class and the quality of students' arguments was at level 3-4. Some of the roles of collaborative mind mapping learning based on student responses include training creativity, getting lots of facts, helping to find common threads and solving root problems, and supporting learning comfort for students.