PROFIL TINGKAT PENALARAN DAN PENINGKATAN PEMAHAMAN KONSEP SISWA DALAM PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE MENGGUNAKAN RANKING TASK EXERCISE

• Main Author: Tama, Luqman Nur Hikmatul Eka (Author)
• Format: Book
• Published: 2014-08-29.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Hasil studi pendahuluan di lapangan memperlihatkan bahwa keterlibatan siswa dalam proses pembelajaran hanya sedikit sehingga membuat peserta didik hanya duduk, diam, mendengar, mencatat dan menghafal. Siswa merasa jenuh, motivasi menjadi rendah sehingga hasil yang diperoleh kurang maksimal. Sehingga didapatkan bahwa tingkat pemahaman konsep siswa masih rendah. Kemampuan penalaran siswa perlu diketahui karena mempengaruhi pemahaman konsep pada siswa. Model pembelajaran kooperatif tipe think pair share merupakan salah satu solusi untuk mengatasi masalah yang ditemukan. Pada tahap think siswa diberi pertanyaan atau isu mengenai konsep yang dipelajari. Siswa juga diharapkan mampu memberikan solusi permasalahan berdasarkan pemikiran sendiri berdasarkan nalar siswa terhadap konsep. Tingkat penalaran siswa terhadap konsep dapat diketahui dari tes berbentuk ranking task exercise. Oleh karena itu pada tahap think pertanyaan atau isu diberikan dalam bentuk ranking task exercise. Metode penelitian yang digunakan dalam penelitian ini yaitu pre-experiment sedangkan desain penelitian yang digunakan yaitu One group Pretest-Postest Design. Penelitian ini dilakukan di kelas VIII pada salah satu SMP Negeri di kota Bandung yang ditentukan dengan teknik purposive sampling. Hasil penelitian yang dilakukan pada 32 siswa menunjukkan adanya peningkatan pemahaman konsep siswa, dengan nilai N-gain 0,475 yang berada pada kategori sedang. Peningkatan aspek translasi, interpretasi dan ekstrapolasi juga berada pada kategori sedang, dengan nilai N-gain berturut-turut 0,371, 0,694 dan 0,429. Sedangkan profil tingkat penalaran siswa didominasi pada tingkat dua yaitu subfunctional. The result of a background study in field showed that student's engagement in learning process just a little so make the learner just state, silent, write and memorizing. The students so felt bored, motivation to low so the result obtained not optimal. In this situation level of students' understanding of concepts students' still low. Reasoning ability students need to know because influence to students' understanding of concepts. Type of think pair share in cooperative learning is one of solution to solve that problems. On phase of think, students are given question or issue about the concept being studied. The students also expected to give problem solutions by their own thinking based on the students reasoning of the concept. Level of students reasoning concept get know from test of ranking task exercise. so that the issue at think phase is given in the form of ranking task exercise. The research method used in this study is pre-experiment; design with One group Pretest-posttest design. This research was conducted in 8th grade at one of SMPN in Bandung determined by purposive sampling technique. The result of the research on 32 students showed an increase in students' understanding of concepts, N-gain value 0,475 in middle category. Increase translation, interpretation and extrapolation aspect on middle category, with N-gain value consecutive 0,371; 0,694; and 0,429. While the level profiles of students reasoning dominated at second level, that is subfunctional.

Item Description

http://repository.upi.edu/13606/2/S_FIS_0800474_Title.pdf
http://repository.upi.edu/13606/1/S_FIS_0800474_Table_of_content.pdf
http://repository.upi.edu/13606/3/S_FIS_0800474_Abstract.pdf
http://repository.upi.edu/13606/4/S_FIS_0800474_Chapter1.pdf
http://repository.upi.edu/13606/5/S_FIS_0800474_Chapter2.pdf
http://repository.upi.edu/13606/7/S_FIS_0800474_Chapter3.pdf
http://repository.upi.edu/13606/8/S_FIS_0800474_Chapter4.pdf
http://repository.upi.edu/13606/9/S_FIS_0800474_Chapter5.pdf
http://repository.upi.edu/13606/10/S_FIS_0800474_Bibliography.pdf
http://repository.upi.edu/13606/11/S_FIS_0800474_Appendix1.pdf
http://repository.upi.edu/13606/12/S_FIS_0800474_Appendix2.pdf
http://repository.upi.edu/13606/13/S_FIS_0800474_Appendix3.pdf
http://repository.upi.edu/13606/14/S_FIS_0800474_Appendix4.pdf
http://repository.upi.edu/13606/15/S_FIS_0800474_Appendix5.pdf
http://repository.upi.edu/13606/16/S_FIS_0800474_Appendix6.pdf
http://repository.upi.edu/13606/17/S_FIS_0800474_Appendix7.pdf
http://repository.upi.edu/13606/18/S_FIS_0800474_Appendix8.pdf
http://repository.upi.edu/13606/19/S_FIS_0800474_Appendix10.pdf
http://repository.upi.edu/13606/20/S_FIS_0800474_Appendix11.pdf
http://repository.upi.edu/13606/21/S_FIS_0800474_Appendix12.pdf
http://repository.upi.edu/13606/23/S_FIS_0800474_Appendix13.pdf