PEMBELAJARAN STEM PADA MATERI SUHU DAN PERUBAHANNYA DENGAN MODEL 6E LEARNING BY DESIGNTM UNTUK MENINGKATKAN LITERASI SAINS SISWA

• Main Author: Khaeroningtyas, Nisa (Author)
• Format: Book
• Published: 2016-06-17.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini bertujuan untuk mengetahui peningkatan literasi sains siswa setelah pembelajaran STEM (Science, Technology, Engineering, and Mathematics) dengan Model 6E Learning by DesignTM pada materi suhu dan perubahannya. Penelitian dilakukan di SMP Negeri 1 Bumiayu pada tahun pelajaran 2015/2016. Metode penelitian yang digunakan adalah eksperimen semu dengan desain the matching only-pretest posttest control group design. Penelitian ini menggunakan dua kelas, yakni kelas eksperimen dimana siswa belajar tema suhu dan perubahannya dengan pembelajaran STEM model 6E Learning by DesignTM, sedangkan pada kelas kontrol siswa belajar dengan pembelajaran non STEM. Hasil analisis menunjukkan bahwa literasi sains siswa kelas eksperimen lebih baik dari pada kelas kontrol. Rerata N-Gain literasi sains pada kelompok eksperimen sebesar 0,45 (sedang) dan kelompok kontrol sebesar 0,29 (rendah). Hasil uji statistik independent samples test menunjukkan nilai sig.(2-tailed) = 0,000 < α = 0,05 menunjukkan hipotesis nol ditolak yang berarti ada perbedaan peningkatan literasi sains yang signifikan antara siswa kelas kelas kontrol dan kelas eksperimen. Simpulan yang dapat diambil yaitu pembelajaran STEM dengan model 6E Learning by DesignTM pada materi suhu dan perubahannya dapat meningkatkan literasi sains siswa.; This research aims to determine the improvement of students' scientific literacy after STEM (Science, Technology, Engineering, and Mathematics) learning using 6E Learning by DesignTM Model on temperature and its changes concepts. The research was conducted in SMP Negeri (State Junior High School) 1 Bumiayu in the academic year 2015/2016. The method used was quasi-experimental with the matching only - pretest posttest control group design. This study used one group of experimental group of students who learned the material with STEM learning using 6E Learning by DesignTM, and one control group students which learned with non-STEM learning. The analysis showed that the students' scientific literacy in experimental group is better than control group. N-Gain average score of student's scientific literacy of experimental group 0,45 (moderate) and control group 0,29 (low). Sig test independent samples test = 0,000 < α = 0,05 showed null hyphotesis was rejected that implies there was a difference of student's scientific literacy improvement between control and experimental groups. The conclusion is STEM learning using 6E Learning by DesignTM on temperature and its changes concepts can improve students' scientific literacy.

Item Description

http://repository.upi.edu/23772/1/T_IPA_1404537_Title.pdf
http://repository.upi.edu/23772/2/T_IPA_1404537_Table_of_content.pdf
http://repository.upi.edu/23772/3/T_IPA_1404537_Abstract.pdf
http://repository.upi.edu/23772/4/T_IPA_1404537_Chapter1.pdf
http://repository.upi.edu/23772/5/T_IPA_1404537_Chapter2.pdf
http://repository.upi.edu/23772/6/T_IPA_1404537_Chapter3.pdf
http://repository.upi.edu/23772/7/T_IPA_1404537_Chapter4.pdf
http://repository.upi.edu/23772/8/T_IPA_1404537_Chapter5.pdf
http://repository.upi.edu/23772/9/T_IPA_1404537_Bibliography.pdf
http://repository.upi.edu/23772/10/T_IPA_1404537_Appendix1.pdf
http://repository.upi.edu/23772/11/T_IPA_1404537_Appendix2.pdf
http://repository.upi.edu/23772/12/T_IPA_1404537_Appendix3.pdf
http://repository.upi.edu/23772/13/T_IPA_1404537_Appendix4.pdf