PENERAPAN BRAIN BASED LEARNING PADA PEMBELAJARAN IPA TERPADU TIPE WEBBED DAN CONNECTED UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS DAN PENGUASAAN KONSEP MATERI PEMANASAN GLOBAL - Meri, Yesi Nofla (2015)
Penelitian ini bertujuan untuk melihat perbedaan peningkatan keterampilan proses saisn (KPS) siswa dan penguasaan konsep pemanasan global antara kelas yang menerapkan Brain based Learning keterpaduan tipe webbed dengan keterpaduan tipe connected. Metode penelitian yang digunakan adalah quasi eksperimen dengan rancangan Pretest-Posttest Control Group Only Design terhadap siswa kelas VII SMP N 1 Situjuah Limo Nagari, Sumatra Barat yang dipilih secara cluster random sampling. Data dikumpulkan dengan mengunakan tes tertulis soal keterampilan proses sains dan penguasaan konsep, lembar keterlaksanaan pembelajaran oleh guru dan peserta didik, serta angket tanggapan peserta didik dan guru. Hasil penelitian menunjukkan bahwa pembelajaran IPA Terpadu tipe webbed dan tipe connected menggunakan model Brain based Learning terlaksana sesuai dengan yang direncanakan. Peningkatan keterampilan proses sains dan penguasaan konsep pemanasan global tidak berbeda secara signifikan antara kelas yang menerapkan keterpaduan tipe webbed dan tipe connected. Pada kelas webbed peningkatan keterampilan proses sains peserta didik dengan perolehan nilai gain sebesar 0,68 (kategori sedang) dan penguasaan konsep dengan nilai gain 0,68 (kategori sedang). Sedangkan pada kelas connected peningkatan keterampilan proses sains peserta didik dengan perolehan nilai gain sebesar 0,71 (kategori tinggi) dan penguasaan konsep dengan nilai gain 0,68 (kategori sedang). Guru dan peserta didik memberikan tanggapan positif terhadap pelaksanaan Brain based Learning menggunakan keterpaduan tipe webbed dan tipe connected. Dengan demikian dapat disimpulkan bahwa penerapan Brain Based Learning pada pembelajaran IPA Terpadu tipe webbed dan tipe connected dapat meningkatkan keterampilan proses sains dan penguasaan konsep pemanasan global. Kata Kunci: Brain based Learning, Penguasaan Konsep, Keterampilan Proses Sains, , Keterpaduan Webbed, Keterpaduan Connceted. This study aims to look at the differences increase science process skills (SPS) students and mastery concept of global warming among the classes that implement the Brain-based Learning using integration type webbed with alignment-type connected. The method used a quasi-experimental design with pretest-posttest control group Only Design to the students of class VII SMP N 1 Situjuah Limo Nagari, West Sumatra were selected by cluster random sampling. Data were collected by using a written test about the science process skills and mastery of concepts, sheet implementation learning by teachers and learners, as well as the questionnaire responses of learners and teachers.The results showed that the integrated type webbed and type of connected using a model-based Learning Brain implemented as planned. Improved science process skills and mastery concept of global warming did not differ significantly between the classes that implement the integration type webbed and type connected. in class webbed can enhance science process skills of learners with the acquisition value gain of 0.68 (medium category) and mastery of the concept of the value of gain of 0.68 (medium category). While class connected can enhance science process skills of learners with the acquisition value of a gain of 0.71 (high category) and mastery of the concept of the value of gain of 0.68 (medium category). Teachers and students gave positive responses to the implementation of the Brain-based Learning using alignment type webbed and the type of connected. It can be concluded that the application of the Brain-based Learning in Integrated science teaching type webbed and the type of connected can enhance science process skills and mastery of the concept of global warming. Keywords: Brain-based Learning, Mastery of Concepts, Science Process Skills, Webbed Integration, Connected Integration.