PENERAPAN PROJECT BASED LEARNING DAN PROBLEM BASED LEARNING DALAM PEMBELAJARAN IPA TERPADU TIPE CONNECTED UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERPIKIR KRISIS SISWA

• Main Author: Nofrianita, - (Author)
• Format: Book
• Published: 2015-08-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/20399/1/T_IPA_1308072_Title.pdf; http://repository.upi.edu/20399/2/T_IPA_1308072_Abstract.pdf; http://repository.upi.edu/20399/3/T_IPA_1308072_Table_of_Content.pdf; http://repository.upi.edu/20399/4/T_IPA_1308072_Chapter1.pdf; http://repository.upi.edu/20399/5/T_IPA_1308072_Chapter2.pdf; http://repository.upi.edu/20399/6/T_IPA_1308072_Chapter3.pdf; http://repository.upi.edu/20399/7/T_IPA_1308072_Chapter4.pdf; http://repository.upi.edu/20399/8/T_IPA_1308072_Chapter5.pdf; http://repository.upi.edu/20399/26/T_IPA_1308072_Bibliography.pdf; http://repository.upi.edu/20399/9/T_IPA_1308072_Appendix1.pdf; http://repository.upi.edu/20399/10/T_IPA_1308072_Appendix2.pdf; http://repository.upi.edu/20399/11/T_IPA_1308072_Appendix3.pdf; http://repository.upi.edu/20399/12/T_IPA_1308072_Appendix4.pdf; http://repository.upi.edu/20399/13/T_IPA_1308072_Appendix5.pdf; http://repository.upi.edu/20399/14/T_IPA_1308072_Appendix6.pdf; http://repository.upi.edu/20399/15/T_IPA_1308072_Appendix7.pdf; http://repository.upi.edu/20399/16/T_IPA_1308072_Appendix8.pdf; http://repository.upi.edu/20399/17/T_IPA_1308072_Appendix9.pdf; http://repository.upi.edu/20399/18/T_IPA_1308072_Appendix10.pdf; http://repository.upi.edu/20399/19/T_IPA_1308072_Appendix11.pdf; http://repository.upi.edu/20399/20/T_IPA_1308072_Appendix12.pdf; http://repository.upi.edu/20399/21/T_IPA_1308072_Appendix13.pdf; http://repository.upi.edu/20399/22/T_IPA_1308072_Appendix14.pdf; http://repository.upi.edu/20399/23/T_IPA_1308072_Appendix15.pdf; http://repository.upi.edu/20399/24/T_IPA_1308072_Appendix16.pdf; http://repository.upi.edu/20399/25/T_IPA_1308072_Appendix17.pdf
• Keywords: L Education (General); LB2361 Curriculum

Tujuan penelitian ini adalah menganalisis penerapan project based learning (PjBL) dan problem based learning (PBL) dalam pembelajaran IPA terpadu tipe connected untuk meningkatkan penguasaan konsep dan keterampilan berpikir kritis siswa. Subjek penelitian adalah siswa kelas VIII di salah satu SMP Negeri di Kota Sukabumi. Penelitian ini menggunakan quasi experimental design, yaitu Nonequivalent groups pretest-posttest design. Data dikumpulkan dengan menggunakan soal penguasaan konsep, soal keterampilan berpikir kritis, angket dan lembar observasi. Hasil uji Mann Whitney dari nilai gain penguasaan konsep dari kedua Kelompok didapatkan nilai Sig.= 0,042 < α, yang menunjukkan bahwa peningkatan penguasaan konsep antara kelompok I dan kelompok II berbeda secara signifikan (p≤0,05). Dengan demikian dapat disimpulkan bahwa penerapan PjBL dalam pembelajaran IPA terpadu tipe connected lebih dapat meningkatkan penguasaan konsep dibandingkan dengan penerapan PBL dalam pembelajaran IPA terpadu tipe connected. Berdasarkan uji Mann Whitney nilai gain keterampilan berpikir kritis dari kedua Kelompok diperoleh nilai sig. 0,041 < α, yang menunjukkan bahwa peningkatan keterampilan berpikir kritis antara kelompok I dan kelompok II berbeda secara signifikan (p≤0,05), sehingga dapat disimpulkan bahwa penerapan PBL dalam pembelajaran IPA terpadu tipe connected lebih dapat meningkatkan keterampilan berpikir kritis siswa dibandingkan dengan penerapan PjBL dalam pembelajaran IPA terpadu tipe connected. Berdasarkan angket tanggapan siswa menunjukkan bahwa kedua pembelajaran dilakukan menarik, membuat siswa lebih menggali tentang pengetahuan yang telah dimiliki, dan meningkatkan rasa ingin tahu siswa tentang hal yang baru. ---------- Aim of this study was to analysis the implementation of project based learning (PjBL) and problem based learning (PBL) in integrated science learning connected type to improve mastery of concepts and critical thinking skills of students. The subjects were students of class VIII in one of the Junior High School in Sukabumi. This study used a quasi-experimental design, nonequivalent groups pretest-posttest design. Data was collected used written test for mastery of concepts, written test for critical thinking skills, questionnaire and observation sheet. Results of t-test value of Gain mastery of the concept of both experimental class got Sig. = 0.042 <α, show that improve mastery of concepts between group I and group II were significant different (p≤0,05). Thus it can be concluded that implementation PjBL in integrated science learning connected type more can improve mastery of concepts students compared with implementation PBL in integrated science learning connected type. Based on t' test the value of N-Gain critical thinking skills of both classes of experiments got sig. 0,041 <α, show that improve critical thinking skills between group I and group II were different skills (p≤0,05). Thus it can be concluded that implementation PBL in integrated science learning connected type more can improve critical thinking skills students compared with implementation PjBL in integrated science learning connected type. Based on questionnaire responses showed that both learning takes students draw, make students more digging on knowledge that has been held, and improve students' curiosity about new things.