PENGARUH PENGGUNAAN HISTORICAL EPISODES MAP (HEM) DALAM PEMBELAJARAN TEORI SEL TERHADAP PERSEPSI HAKIKAT SAINS SISWA

• Main Author: Silvia, Devi Nur (Author)
• Format: Book
• Published: 2015-07-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini menyelidiki tentang pengaruh penggunaan yang berbeda dari Historical Episodes Map (HEM) dalam pembelajaran teori sel untuk meningkatkan persepsi hakikat sains siswa SMA. Partisipan terdiri dari 68 siswa kelas XI yang terbagi ke dalam dua kelas dengan dua perlakuan yang berbeda. Partisipan pada kedua kelas tersebut mendapat pembelajaran mengenai sejarah dalam sains dengan menggunakan desain penelitian berupa Pretest-Posttest Comparative Experiment Design. HEM pada kelas eksperimen 1 dibuat oleh siswa selama kegiatan pembelajaran di kelas, namun untuk kelas eksperimen 2, HEM telah dibuat oleh peneliti sebelum perlakuan diberikan. Kuesioner VNOS-B (Views of Nature of Science-B) digunakan untuk menilai persepsi hakikat sains siswa sebelum dan setelah perlakuan diberikan. Hasil yang diperoleh mengenai analisis data persepsi hakikat sains siswa menunjukkan perbedaan pada kedua perlakuan (kedua kelas) dalam hal frekuensi (f) dan persentase (%) kategori persepsi informed, intermediary, dan naïve. Kelas eksperimen 1 dan juga kelas eksperimen 2 mengalami peningkatan dan penurunan pada masing-masing kategori persepsi dalam beberapa aspek hakikat sains. Oleh karena itu, secara keseluruhan hasil yang diperoleh, menunjukkan bahwa kelas eksperimen 1 cenderung membuat siswa memiliki persepsi hakikat sains yang lebih baik dibandingkan dengan kelas eksperimen 2. Selain itu, berdasarkan data sekunder yang digunakan, pada umumnya siswa merespon positif terhadap pelaksanaan pembelajaran seperti ini dalam penyampaian materi teori sel, sehingga sangat mungkin dilaksanakan saat pembelajaran di kelas untuk memudahkan siswa dalam belajar mengenai teori sel. Kata kunci: Historical episodes map (HEM), Comparative experiment, Persepsi hakikat sains, Teori sel. This study investigated the influence of two different ways in using Historical Episodes Map (HEM) about cell theory to improve views of nature of science (NOS) among senior high school students. Participants who were consisting of 68 second grade students were divided into two classes based on the instructions given. The participants were taught history of science by applying Pretest-Posttest Comparative Experiment Design. For the "experimental class 1", HEM was made by students through a set of class activities, while for the "experimental class 2", HEM was made by the investigator before it was applied. The VNOS-B questionnaire (Views of Nature of Science-B questionnaire) was used to assess students' views before and after the instructions. The findings showed that there were differences between the two different instructions, both frequency (f) and percentage (%) of the informed, the intermediary, and the naïve views. Both the experimental classes had an improvement and a reduction for the informed, the intermediary, and the naïve views in several NOS aspects. Therefore, based on the overall findings, it was known that the "experimental class 1" tended to make students have a better understanding about the views of nature of science (NOS) than the "experimental class 2". Further more, based on the analysis of the secondary data, there were positive responses from the students toward this cell theory instruction, so that this instruction is possible to be applied in classroom activities to make students learn easily about cell theory. Keywords: Historical episodes map (HEM), Comparative experiment, Views of nature of science, Cell theory.

Item Description

http://repository.upi.edu/22367/1/S_BIO_1102177_Title.pdf
http://repository.upi.edu/22367/2/S_BIO_1102177_Abstract.pdf
http://repository.upi.edu/22367/3/S_BIO_1102177_Table_of_content.pdf
http://repository.upi.edu/22367/4/S_BIO_1102177_Chapter1.pdf
http://repository.upi.edu/22367/5/S_BIO_1102177_Chapter2.pdf
http://repository.upi.edu/22367/6/S_BIO_1102177_Chapter3.pdf
http://repository.upi.edu/22367/7/S_BIO_1102177_Chapter4.pdf
http://repository.upi.edu/22367/8/S_BIO_1102177_Chapter5.pdf
http://repository.upi.edu/22367/9/S_BIO_1102177_Bibliography.pdf
http://repository.upi.edu/22367/10/S_BIO_1102177_Appendix1.pdf
http://repository.upi.edu/22367/11/S_BIO_1102177_Appendix2.pdf
http://repository.upi.edu/22367/12/S_BIO_1102177_Appendix3.pdf
http://repository.upi.edu/22367/13/S_BIO_1102177_Appendix4.pdf
http://repository.upi.edu/22367/14/S_BIO_1102177_Appendix5.pdf