Efektivitas Penerapan Model Pembelajaran Problem Based Learning Terhadap Pemahaman Ecoliteracy Siswa Pada Mata Pelajaran IPS : penelitian kuasi eksperimen pada siswa kelas VII-E SMP Negeri 29 Bandung
Penelitian ini dilatarbelakangi karena masih banyaknya sampah yang berserakan di lingkungan sekolah. Penyebabnya dikarenakan masih ada siswa yang membuang sampah sembarangan, kebanyakan sampah-sampah tersebut berasal dari aktivitas siswayang membeli jajanan di halaman depan sekolah maupun dikantin s...
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2015-06-25.
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| Summary: | Penelitian ini dilatarbelakangi karena masih banyaknya sampah yang berserakan di lingkungan sekolah. Penyebabnya dikarenakan masih ada siswa yang membuang sampah sembarangan, kebanyakan sampah-sampah tersebut berasal dari aktivitas siswayang membeli jajanan di halaman depan sekolah maupun dikantin sekolah. Kurangnya kepedulian siswa terhadap kebersihan juga terlihat di dalam kelas. Ketika pembelajaran IPS berlangsung, terlihat ada beberapa sampah kertas dan plastik yang berada dibawah meja dan seakan tidak ada yang memperdulikannya. Melihat keadaan ini maka perlu dilakukan perbaikan dalam pembelajaran IPS yang mampu mengembangkan keterampilan atau pemahaman siswa akan pentingnya kesadaran lingkungan hidup salah satunya yaitu pemahaman ecoliteracy. Meninjau permasalahan yang diteliti, maka peneliti memilih penelitian eksperimen dengan desain penelitian kuasi eksperimen. Model pembelajaran yang dianggap tepat untuk mengembangkan pemahaman ecoliteracy siswa adalah model pembelajaran Problem Based Learning. Penelitian dilakukan pada anggota populasi kelas VII SMP Negeri 29 Bandung dengan sampel penelitian mengambil dua kelas sebagai kelas eksperimen dan kelas kontrol. Pelaksanaan proses pembelajaran IPS dengan menggunakan model pembelajaran Problem Based Learning di kelas eksperimen mengalami perubahan yang signifikan terhadap pemahaman ecoliteracy siswa. Hasil penelitian menunjukan bahwa (1) terdapat perbedaan yang signifikan antara pemahaman ecoliteracy siswa dilihat dari hasil pre-test dan post-test antara kelas eksperimen dan kelas kontrol dan (2) hasil analisis angket juga membuktikan bahwa kelas eksperimen lebih peka terhadap lingkungan sekitarnya. Hal tersebut menunjukan bahwa Ha peneliti diterima, yakni penerapan model pembelajaran Problem Based Learning efektif terhadap pemahaman ecoliteracy siswa pada mata pelajaran IPS. The main background of the study is the fact that there are still a lot of trashes remain sctattered all around the school area. The reason to this is that because many of the students are careless about throwing away the rubbish they have made that the majority of the mess are wastes that students make from buying foods inside and outside of the school area. The tendendy of being careless about cleanliness is also well reflected during classes. During the social science course, for instance, many students apparently found some paper and plastic wastes under tables yet they seem not to care about the trash. Considering this sort of tendency that grows among the students, it is extremely important to create a new concept-in the social sience learning process-that can improve students' skills as well comprehension about the importance of the environmental concoiousness. One of the conventional concepts being the understanding of ecoliteracy. Considering the whole framework of the problem, the quasi-experimental design was used by the observer during the entire process of the study. Observer believes that Problem Based Learning method is very appropriate to be implemented in the process of developing the understanding of ecoliteracy. The study was conducted towards some of the 7th graders of SMP Negeri 29 Bandung with two classes as the objects of the observation-one is experimental sample and the other is control sample. It was found out that social science learning process using the Problem Based Learning model has signicantly improved the students' understanding of ecoliteracy. The result of the study shows that: (1) There is a very signicant difference in the students' undertsanding of ecoliteracy between experimental sample and control sample which is very well reflected by the results of the pre-test and post-test of each sample; and (2) the result of the final quizioner has also showed that the students of the experimental sample class are more aware of their environment. The results confirms that observer's hypothesis is valid, which is Problem Based Learning is effective to improve students' understanding of ecoliteracy during the social science learning process. |
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| Item Description: | http://repository.upi.edu/18346/5/S_IPS_1103263_Title.pdf http://repository.upi.edu/18346/4/S_IPS_1103263_Abstract.pdf http://repository.upi.edu/18346/1/S_IPS_1103263_Table_of_content.pdf http://repository.upi.edu/18346/7/S_IPS_1103263_Chapter1.pdf http://repository.upi.edu/18346/8/S_IPS_1103263_Chapter2.pdf http://repository.upi.edu/18346/2/S_IPS_1103263_Chapter3.pdf http://repository.upi.edu/18346/5/S_IPS_1103263_Chapter4.pdf http://repository.upi.edu/18346/3/S_IPS_1103263_Chapter5.pdf http://repository.upi.edu/18346/6/S_IPS_1103263_Bibliography.pdf http://repository.upi.edu/18346/6/S_IPS_1103263_Appendix.pdf |