PEMBELAJARAN MORFOLOGI TUMBUHAN DENGAN PENDEKATAN KONSTRUKTIVISME UNTUK MEMBANGUN SELF EFFICACY DAN MEMBENTUK HABITS OF MIND MAHASISWA CALON GURU BIOLOGI

• Main Author: Nurlaena, Eka (Author)
• Format: Book
• Published: 2015-10-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Tesis dengan judul Pembelajaran Morfologi Tumbuhan dengan Pendekatan Konstruktivisme untuk Membangun Self Efficacy dan Membentuk Habits of Mind Mahasiswa Calon Guru Biologi merupakan penelitian eksperimental yang menggunakan metode Poor Experimental Design dan desain penelitian The One Group Pretest- Posttest Design. Penelitian ini bertujuan untuk mengetahui tingkat self efficacy dan habits of mind mahasiswa calon guru biologi setelah diberikan pembelajaran dengan pendekatan konstruktivisme. Instrumen yang digunakan terdiri dari instrumen utama berupa angket, dan instrumen pendukung berupa lembar observasi, pretest-posttest, peer assessment dan self assessment. Hasil penelitian menunjukkan bahwa pembelajaran dengan pendekatan konstruktivisme memberikan pengaruh dalam proses membangun self efficacy dan membentuk habits of mind. Hal ini dapat dilihat dari perubahan skor rata-rata sebelum pembelajaran sebesar 62,34 menjadi 85,54 dengan indeks gain (N-gain) 0,62 untuk self efficacy dan skor rata-rata habits of mind sebelum pembelajaran sebesar 70,27 meningkat menjadi 86,99 dengan indeks gain (N-gain) 0,56. Berdasarkan kategori indeks gain tersebut, untuk self efficacy, 33,53% mahasiswa termasuk kategori tinggi dan 76,47% termasuk kategori sedang. Untuk habits of mind terdapat 29,41% mahasiswa termasuk kategori tinggi dan 70,59% termasuk kategori sedang. Dengan demikian dapat disimpulkan bahwa pembelajaran dengan pendekatan konstruktivisme dapat membangun self efficacy dan membentuk habits of mind mahasiswa calon guru biologi. Kata kunci: pembelajaran konstruktivisme, habits of mind, self efficacy Thesis titled Study of Plant Morphology with Constructivist Approach to Building Self Efficacy and Forming Habits of Mind Biology Teacher Student Candidate is an experimental research that uses methods Poor Experimental Design and research design The one group pretest-posttest design. This study aims to determine the level of self-efficacy and habits of mind biology student teachers after a given learning with constructivism approach. The instrument used consisted of the main instrument in the form of questionnaires, and supporting instruments such as observation sheets, pretest-posttest, peer assessment and self-assessment. The results showed that the constructivist approach to learning with influence in the process of building self-efficacy and forming habits of mind. It can be seen from the average change in score before learning of 62.34 into 85.54 with a gain index (N-gain) 0.62 to self-efficacy and the average score habits of mind before learning of 70.27 increased to 86.99 with a gain index (N-gain) 0.56. Based on the gain index category, to self efficacy, 33.53% of the students were high and 76.47% including medium category. For the habits of mind are 29.41% of the students were high and 70.59% including medium category. It can be concluded that learning with constructivism approach can build self-efficacy and forming habits of mind biology student teachers. Key word: constructivism learning, habits of mind, self efficacy

Item Description

http://repository.upi.edu/22487/1/T_BIO_1302553_Title.pdf
http://repository.upi.edu/22487/2/T_BIO_1302553_Abstract.pdf
http://repository.upi.edu/22487/3/T_BIO_1302553_Tabel_of_content.pdf
http://repository.upi.edu/22487/4/T_BIO_1302553_Chapter1.pdf
http://repository.upi.edu/22487/5/T_BIO_1302553_Chapter2.pdf
http://repository.upi.edu/22487/6/T_BIO_1302553_Chapter3.pdf
http://repository.upi.edu/22487/7/T_BIO_1302553_Chapter4.pdf
http://repository.upi.edu/22487/8/T_BIO_1302553_Chapter5.pdf
http://repository.upi.edu/22487/9/T_BIO_1302553_Bibliography.pdf
http://repository.upi.edu/22487/10/T_BIO_1302553_Appendix1.pdf
http://repository.upi.edu/22487/11/T_BIO_1302553_Appendix2.pdf
http://repository.upi.edu/22487/12/T_BIO_1302553_Appendix3.pdf