PENERAPAN PENDEKATAN ENTREPRENEURAL SCIENCE THINKING (ESciT) MELALUI MODEL PROJECT BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN MEMAHAMI DAN KETERAMPILAN BERPIKIR KREATIF SISWA SMA PADA MATERI LISTRIK DINAMIS

• Main Author: Mustofa, Muhammad Hariri (Author)
• Format: Book
• Published: 2016-08-22.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/25651/1/T_FIS_1407350_Title.pdf; http://repository.upi.edu/25651/2/T_FIS_1407350_Abstract.pdf; http://repository.upi.edu/25651/3/T_FIS_1407350_Table_of_content.pdf; http://repository.upi.edu/25651/4/T_FIS_1407350_Chapter1.pdf; http://repository.upi.edu/25651/5/T_FIS_1407350_Chapter2.pdf; http://repository.upi.edu/25651/6/T_FIS_1407350_Chapter3.pdf; http://repository.upi.edu/25651/7/T_FIS_1407350_Chapter4.pdf; http://repository.upi.edu/25651/8/T_FIS_1407350_Chapter5.pdf; http://repository.upi.edu/25651/9/T_FIS_1407350_Bibliography.pdf; http://repository.upi.edu/25651/10/T_FIS_1407350_Appendix1.pdf; http://repository.upi.edu/25651/11/T_FIS_1407350_Appendix2.pdf
• Keywords: L Education (General); LB2300 Higher Education; TK Electrical engineering. Electronics Nuclear engineering

Penelitian ini bertujuan mengkonstruksi pendekatan ESciT melalui model project based learning dan menerapkannya pada pembelajaran konsep Listrik Dinamis di Sekolah Menengah Atas (SMA) untuk melihat efektivitasnya terhadap peningkatan kemampuan memahami dan keterampilan berpikir kreatif siswa. Metode penelitian yang digunakan adalah quasi eksperimen dengan desain the matching-only pretest-postest control group. Teknik pengambilan sampel dilakukan dengan cara random sampling class. Pengumpulan data dilakukan menggunakan tes awal dan tes akhir untuk mengetahui peningkatan kemampuan memahami dan keterampilan berpikir kreatif siswa, lembar observasi untuk mengamati keterlaksanaan pembelajaran, dan kuesioner untuk mengetahui tanggapan siswa terhadap penerapan pendekatan ESciT melalui model project based learning. Hasil penelitian menunjukkan bahwa siswa yang mengikuti pembelajaran pendekatan ESciT melalui model project based learning memperoleh rata-rata N-gain kemampuan memahami sebesar 0,78 kategori tinggi dan siswa yang mengikuti pembelajaran model project based learning sebesar 0,46 kategori sedang. Sedangkan rata-rata N-gain keterampilan berpikir kreatif siswa yang mengikuti pembelajaran pendekatan ESciT melalui model project based learning sebesar 0,64 kategori sedang dan kelas yang mengikuti pembelajaran model project based learning sebesar 0,49 kategori sedang. Hasil analisis data kuesioner menunjukkan bahwa hampir seluru siswa memberikan tanggapan setuju terhadap penerapan pendekatan ESciT melalui model project based learning. Berdasarkan hasil analisis dan uji hipotesis dapat disimpulkan bahwa penerapan pendekatan EsciT melalui model project based learning secara signifikan dapat meningkatkan kemampuan memahami dan keterampilan berpikir kreatif siswa. ;---This study aimed to construct a ESciT approach through project based learning model and apply it to learning the concept of Dynamic Electricity in Senior High School (SMA) to see its effectiveness against increase of students understanding ability and creative thinking skills. The method used is a quasi-experimental with the matching-only pretest-posttest control group design. The sampling technique was conducted by random sampling class. Data is collected using the pretest and posttest to determine the increase of students understanding ability and creative thinking skills, worksheet to observe the learning implementation, and a questionnaire to determine the response of students to implementation ESciT approach through project based learning models. The results showed that students who attended ESciT approach learning through project-based learning models earned an average N-gain the understanding ability was 0.78 higher category and students following of project-based learning model was 0,46 medium category. While the average N-gain of students creative thinking skills who take the ESciT approach through project-based learning models was 0,64 medium category and class that follows the project based learning model was 0,49 medium category. The results of the analysis of the questionnaire data show that students all nearly responded to agree to the application of ESciT approach through project based learning model. Based on the analysis and hypothesis testing can be concluded that the application of EsciT approach through project based learning models can significantly improve of students understanding ability and creative thinking skills.