KEMAMPUAN KOMUNIKASI SAINS SISWA SMA PADA KONSEP EKOSISTEM YANG DINILAI DENGAN METODE EXPERT-NOVICE DIALOG
KemampuanKomunikasiSainsmerupakansalahsatutujuanpendidikanpenting yang terdapat di kurikulumsainsberbagaisekolah di banyaknegara.Namun, penelitianmengenaistrukturdanpenilaianterhadapkemampuankomunikasisainssiswaterbilangkurang.Olehkarenaitu, penelitianinidilakukanuntukmengetahuipenggunaanMetodeExper...
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Published: |
2015-09-30.
|
| Subjects: | |
| Online Access: | Link Metadata |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | KemampuanKomunikasiSainsmerupakansalahsatutujuanpendidikanpenting yang terdapat di kurikulumsainsberbagaisekolah di banyaknegara.Namun, penelitianmengenaistrukturdanpenilaianterhadapkemampuankomunikasisainssiswaterbilangkurang.Olehkarenaitu, penelitianinidilakukanuntukmengetahuipenggunaanMetodeExpert-NoviceDialogdalammenilaikemampuankomunikasisainssiswa SMA padaKonsepEkosistem.Penelitianinidilakukan di sebuah SMA Negeri di Bandung.Populasidarikelasiniadalahseluruhsiswakelas X dansampelpenelitianterdiridarisatukelas, denganjumlahsiswakelas 32 siswa, di mana 8 siswaberperansebagaiexpert (pemberiinformasi) dan 24 siswaberperansebagainovice (penerimainformasi). Metode yang digunakan di dalampenelitianiniadalahmetodedeskriptif.Expert akanmenjelaskaninformasimengenaikonsepEkosistem yang meliputisubkonsepEtikaLingkungan, PengelolaanLingkungan, danLimbah. Pengumpulan data dilakukanmelalui instrument beruparubrikkemampuankomunikasisainssiswa (modifikasidariKulgemeyer & Schecker, 2013), rubrik video, rubrikobservasi, teskonseppenerimainformasi, danangkettanggapanpenerimainformasi.Data utamaberuparekamanexpertpadasaatmenjelaskaninformasikepadanovice yang selanjutnya di analisisdenganrubrikkemampuankomunikasisainssiswa.Hasilpenilaianmenunjukkanbahwakemampuankomunikasisainssiswa SMA untukexpert:memberikancontoh, menghasilkanataumenggunakangrafis, menyiapkanpengantar, memperkenalkantopikmengkonfirmasipemahaman, danmenujukanpesansecaralangsungkepadapenerimainformasitermasukkedalamkategori "sangatbaik". Tidakadainterupsitermasukkedalamkategori "cukup".Mengaitkangambarataugrafik, memvariasikan model, memberikanjawabanringkas, menanyakankonsepdasar, menanyakankebutuhan,danmenyelidikipengetahuandasar di awalpenjelasantermasukkedalamkategori "kurang". Memvariasikan level abstraksidanmemvariasikanbentukkalimatsaintifiktermasukkedalamkategori "kurangsekali".Penerimainformasi (79,17% siswa) memilikinilai di atas KKM (75) dantermasukkedalamkategori rata-rata baik. PenerimainformasiberpendapatbahwaMetode Expert Novice DialogpadaumumnyamembantupenerimainformasidalammemahamikonsepEkosistem. Kata kunci: penilaian, kemampuankomunikasisains,metodeexpert-novice dialog, konsepekosistem. Science Communication Competence (SSC) is one of important educational goals in the school science curricula in several countries. However, there is lack of research about the structure and assessment of SSC. This study is aimed to know the use of Expert-Novice Dialogue Methods in assessing the ability of high school student's competence in communicating science. This research was conducted in on of Senior High School in Bandung. Populations are all students of grade X and the study sample is one class with 32 students, where 8 students act as experts (informer) and 24 other students act as novices (recipient information). The method which used in this research is descriptive method. Expert will explain the several concepts of ecosystem. Data collected through several instruments such as the rubric of science communication skills of students (modification of Kulgemeyer&Schecker, 2013), rubric video, rubric observer, test concepts recipient information, and novice's questionnaire about expert's performance. The main data in this research is the records of experts when they explain the information to the novices who subsequently analyzed by rubric science communication skills. The result of this study showing that; give an example, produce or use graphics, prepare the introduction, introducs the topics, confirm understanding, and addressing a message directly to the recipient of the information included in the category of "very high". No interruption are included in category "medium". Link pictures and graphics, varying models, giving concisce answer, ask basic concepts, asking the needs and investigate the prior knowledge in the beginning of explanations are categorized as "low". Varying levels of abstraction and varying forms of scientific sentences are categorizyed as "very low". Novice (79.17% of the students) have passed the test's standard (score ≥75%). Recipients of the information found Novice Expert Dialogue Methods helps the recipient information in understanding the concept of Ecosystem. Keywords: assessment, science communication competence, expert-novice dialogmethods, ecosystem concept. |
|---|---|
| Item Description: | http://repository.upi.edu/19980/1/S_BIO_1103977_Title.pdf http://repository.upi.edu/19980/2/S_BIO_1103977_Abstract.pdf http://repository.upi.edu/19980/3/S_BIO_1103977_Table_of_content.pdf http://repository.upi.edu/19980/4/S_BIO_1103977_Chapter1.pdf http://repository.upi.edu/19980/5/S_BIO_1103977_Chapter2.pdf http://repository.upi.edu/19980/6/S_BIO_1103977_Chapter3.pdf http://repository.upi.edu/19980/7/S_BIO_1103977_Chapter4.pdf http://repository.upi.edu/19980/8/S_BIO_1103977_Chapter5.pdf http://repository.upi.edu/19980/9/S_BIO_1103977_Bibliography.pdf http://repository.upi.edu/19980/10/S_BIO_1103977_Appendix.pdf |