PROFIL PENGETAHUAN AWAL SISWA, PENGUASAAN KONSEP DAN MISKONSEPSI DALAM PEMBELAJARAN EKOSISTEM DENGAN MENGGUNAKAN PETA KONSEP

• Main Author: Junaedi, Dede Akhmad (Author)
• Format: Book
• Published: 2015-12-16.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/19268/5/T_BIO_1303032_Title.pdf; http://repository.upi.edu/19268/3/T_BIO_1303032_Abstract.pdf; http://repository.upi.edu/19268/2/T_BIO_1303032_Table_of_content.pdf; http://repository.upi.edu/19268/1/T_BIO_1303032_Chapter1.pdf; http://repository.upi.edu/19268/1/T_BIO_1303032_Chapter3.pdf; http://repository.upi.edu/19268/1/T_BIO_1303032_Chapter4.pdf; http://repository.upi.edu/19268/1/T_BIO_1303032_Chapter5.pdf; http://repository.upi.edu/19268/8/T_BIO_1303032_Chapter2.pdf; http://repository.upi.edu/19268/1/T_BIO_1303032_Bibliography.pdf; http://repository.upi.edu/19268/4/T_BIO_1303032_Appendix1.pdf; http://repository.upi.edu/19268/5/T_BIO_1303032_Appendix2.pdf; http://repository.upi.edu/19268/5/T_BIO_1303032_Appendix3.pdf; http://repository.upi.edu/19268/6/T_BIO_1303032_Appendix4.pdf; http://repository.upi.edu/19268/6/T_BIO_1303032_Appendix5.pdf; http://repository.upi.edu/19268/7/T_BIO_1303032_Appendix6.pdf; http://repository.upi.edu/19268/7/T_BIO_1303032_Appendix7.pdf; http://repository.upi.edu/19268/7/T_BIO_1303032_Appendix8.pdf
• Keywords: L Education (General); QH Natural history; QH301 Biology

Pembelajaran bermakna merupakan suatu usaha untuk membelajarkan siswa agar mampu belajar dan menemukan konsep pengetahuan dengan mengolah dan meramu sendiri. Pembelajaran bermakna akan terwujud apabila pendidik mengetahui potensi awal, penguasaan konsep dan miskonsepsi siswa. Tujuanpenelitianiniadalahuntukmendeskripsikanprofilpengetahuanawal siswa, penguasaan konsep,danmiskonsepsipadamateriekosistemdenganmenggunakanpetakonsep.Subjekpenelitianadalahsiswakelas VII MTs NegeriPurwakarta.Data dijaringdenganmenggunakanpenilaianpeta konsep isian pengetahuanawal, penilaian peta konsep siswa, penilaianproposisi miskonsepsi,lembarangket, format wawancara, dancatatanlapangan.Kegiatanpenelitiandibagimenjaditahap persiapanmenggunakan petakonsep, dan tahappelaksanaanpengisian dan pembuatanpetakonsep.Tahap persiapanmeliputiperangkatpetakonsep, daninstrumenpetakonsep.Tahappelaksanaanmeliputitahappenjaringanpengetahuanawaldanpembuatanpetakonsepdalammenilaipenguasaan konsepdan miskonsepsisiswapadamateriekosistem.Hasilpenelitianmenunjukkanbahwapetakonsepdapatmengungkappengetahuanawal, penguasaan konsepdanmiskonsepsi. Peta konsepdapatmenjaringpengetahuanawalsiswaterkaitmateriekosistempadakategoricukup (50,5).Peta konsep dapat mengungkap penguasaan konsep siswa terkait materi ekosistem pada kategori baik (62,1%). Proposisi petakonsepdapatmengungkapmiskonsepsimateriekosistem dengan kategori kurang (28,30%). Guru dansiswamenanggapipositifterhadappenggunaanpetakonsepdalampembelajaran, karena dapat membantu siswa dalam belajar bermakna.Dengandemikiandapatdisimpulkanbahwapetakonsepdapatmengungkappengetahuanawal, penguasaan konsep danmiskonsepsisiswa. Kata kunci: Pengetahuan Awal, Penguasaan Konsep, Miskonsepsi, Pembelajaran Ekosistem, Peta Konsep. Meaningful learning is an undertaking to guide student to be able to learn and discover the concept of knowledge by their own processing and designing. The meaningful learning will be realized when the educator knows the early potential, the concept mastery and misconception of student. The aim of this research is to make a description of the profile of student prior knowledge, concept mastery, and misconception in ecosystem learning by using map of concept. The subject of research is students of class VII of MTs Negeri Purwakarta. The data is taken by using the data entries assesment of concept map of prior knowledge, the assesment of student concept map, the assesment of misconception proposition, questionnaire sheet, interview form, and field records. The research activity is divided to be preparations phase by using map of concept, the implementation phase of fillin and making the data entries map of concept. The phase of preparationsare included the tools of data entries and the instruments of concept map. The implementation phase is to recruit the prior knowledge and make the concept map in appraising concept mastery and the misconception student in ecosystem subject. The result of research shows that the concept map is able expose is able to expose the prior knowledge, concept mastery, and misconception. The map of concept is able to recruit the students prior knowledge related to ecosystem subject in sufficent category (50,5). The concept map is able to expose the student concep mastery related to ecosystem subject in good category (62,1%). The concept map proposition is able to expose the misconception of ecosystem subject by lacking category (28.30%). Both teacher and student respond posotively to the use of concept map in the learning, because it can back up of students in meaningful learning.Therefore it can be stated that the map of concept is able to expose the prior knowledge, concept mastery and student misconception. Key word: Prior knowledge, concept mastery, misconception, ecosystem learning, map of concept.