PENERAPAN TEKNIK MEMBACA SQ3R TERHADAP PENGUASAAN KONSEP DAN KETERAMPILAN BERTANYA SISWA SMA PADA TOPIK SISTEM REGULASI

• Main Author: Kustiani, Arlinda (Author)
• Format: Book
• Published: 2014-09-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/13088/1/S_BIO_1006580_Title.pdf; http://repository.upi.edu/13088/2/S_BIO_1006580_Table_of_content.pdf; http://repository.upi.edu/13088/3/S_BIO_1006580_Abstract.pdf; http://repository.upi.edu/13088/4/S_BIO_1006580_Chapter1.pdf; http://repository.upi.edu/13088/5/S_BIO_1006580_Chapter2.pdf; http://repository.upi.edu/13088/6/S_BIO_1006580_Chapter3.pdf; http://repository.upi.edu/13088/7/S_BIO_1006580_Chapter4.pdf; http://repository.upi.edu/13088/8/S_BIO_1006580_Chapter5.pdf; http://repository.upi.edu/13088/9/S_BIO_1006580_Bibliography.pdf; http://repository.upi.edu/13088/10/S_BIO_1006580_Appendix1.pdf; http://repository.upi.edu/13088/11/S_BIO_1006580_Appendix2.pdf; http://repository.upi.edu/13088/12/S_BIO_1006580_Appendix3.pdf; http://repository.upi.edu/13088/13/S_BIO_1006580_Appendix4.pdf; http://repository.upi.edu/13088/14/S_BIO_1006580_Appendix5.pdf
• Keywords: L Education (General)

ABSTRAK Penelitian ini bertujuan untuk menganalisis peran teknik membaca Survey, Question, Read, Recite, dan Review (SQ3R) terhadap penguasaan konsep dan keterampilan bertanya siswa pada topik sistem regulasi. Penelitian ini merupakan studi quasy experiment dengan design penelitian nonequivalent control group design. Sampel terdiri atas dua kelas dengan jumlah siswa 39 orang untuk kelas kontrol dan 39 orang untuk kelas eksperimen. Instrumen yang digunakan adalah soal pilihan ganda dan lembar pertanyaan. Hasil penelitian menunjukkan bahwa nilai x ̅ post test kelas eksperimen 77,44 dan kelas kontrol 75,13. Berdasarkan penyajian statistik yang dilakukan menggunakan uji U Mann Whitney tidak terdapat perbedaan signifikan antara nilai post test kelas eksperimen dan kelas kontrol (U=0,075). Adapun nilai x ̅ retest kelas eksperimen adalah 75,38 dan kelas kontrol 68,85 yang berdasarkan hasil uji statistik U Mann Whitney menunjukkan adanya perbedaan yang signifikan (U=0,000). Untuk keterampilan bertanya siswa, rata-rata siswa mengajukan pertanyan pada jenjang C1 (36%) dan C2 (26%) dengan dimensi pengetahuan faktual (44%) dan konseptual (53,8%). Selain itu, pertanyaan tertutup (84,6%) lebih banyak diajukan siswa dibandingkan dengan pertanyaan terbuka (15,4%). Hasil analisis hubungan antara penguasaan konsep dengan keterampilan bertanya siswa menunjukkan tidak adanya hubungan positif antara keduanya. Berdasarkan hasil penelitian, teknik membaca SQ3R dapat diterapkan dalam pembelajaran biologi karena dapat meningkatkan penguasaan konsep dan keterampilan bertanya siswa. This study aims to analyze the role of reading techniques Survey, Question, Read, Recite, and Review (SQ3R) to mastery of concepts and students questioning skills on the topic of the regulatory system. This research is a study quasy experiment with nonequivalent control group design. The sample consists of two classes with 39 students for control classes and 39 in experimental class. The instrument that used is a multiple choice questions and a question sheet. The results showed that the average value of post test experimental class and control class is 75.13 and 77.44. Based on the presentation of these statistics were performed using the U Mann Whitney test there is no significant difference between the post test experimental class and control class (U = 0,075). The retest average value is 75.38 in experiment class and 68.85 in control class which is based on the results of the U Mann Whitney statistical test showed a significant difference (U = 0.000). For students questioning skills, the average student submitted the question to the C1 level (36%) and C2 (26%) with dimensions of factual knowledge (44%) and conceptual (53.8%). In addition, convergent questions (84.6%) more than the divergent questions (15.4%). The results of the analysis of the relationship between mastery of concepts by asking skills of students showed no positive relationship between the two. Based on this research, SQ3R reading technique can be applied in learning biology because it can improve mastery of concepts and students questioning skills.