PENGARUH PEER TUTORING DALAM MENINGKATKAN PENGUASAAN KONSEP SISWA SMA PADA MATERI DUNIATUMBUHAN

• Main Author: Nurvitasari, Yanti (Author)
• Format: Book
• Published: 2016-08-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/26531/1/S_BIO_1202548_Title.pdf; http://repository.upi.edu/26531/2/S_BIO_1202548_Abstract.pdf; http://repository.upi.edu/26531/3/S_BIO_1202548_Table_of_content.pdf; http://repository.upi.edu/26531/4/S_BIO_1202548_Chapter1.pdf; http://repository.upi.edu/26531/5/S_BIO_1202548_Chapter2.pdf; http://repository.upi.edu/26531/6/S_BIO_1202548_Chapter3.pdf; http://repository.upi.edu/26531/7/S_BIO_1202548_Chapter4.pdf; http://repository.upi.edu/26531/8/S_BIO_1202548_Chapter5.pdf; http://repository.upi.edu/26531/9/S_BIO_1202548_Bibliography.pdf; http://repository.upi.edu/26531/10/S_BIO_1202548_Appendix1.pdf; http://repository.upi.edu/26531/11/S_BIO_1202548_Appendix2.pdf; http://repository.upi.edu/26531/12/S_BIO_1202548_Appendix3.pdf
• Keywords: L Education (General); Q Science (General)

Penelitian mengenai pengaruh peer tutoring dalam meningkatkan penguasaan konsep siswa SMA pada materi dunia tumbuhan bertujuan untuk mengungkap pengaruh peer tutoring dalam meningkatkan penguasaan konsep, keterlaksanaan peer tutoring dan respon siswa terhadap peer tutoring. Penelitian ini dilaksanakan di salah satu SMA di Bandung pada siswa kelas X semester II tahun pelajaran 2015/2016. Sampel dalam penelitian ini dipilih dengan teknik sampling purposive. Jenis penelitian yang dilakukan merupakan kuasi eksperimen dengan desain pretest-posttest control group design. Data penguasaan konsep siswa dikumpulkan menggunakan soal pilihan ganda berdasarkan jenjang kognitif Bloom revisi. Data keterlaksanaan peer tutoring dikumpulkan menggunakan lembar observasi sementara respon siswa terhadap peer tutoring dikumpulkan menggunakan angket. Data penguasaan konsep diolah dengan uji Mann-Whitney dan dihitung n-gainnya sementara keterlaksanaan peer tutoring dan respon siswa terhadap peer tutoring dihitung persentasenya. Penguasaan konsep awal siswa pada kelas praktikum yang menerapkan peer tutoring dan kelas praktikum biasa tidak berbeda secara signifikan yaitu berturut-turut 40 dan 38; penguasaan konsep akhir siswa pada kelas praktikum yang menerapkan peer tutoring dan kelas praktikum biasa berbeda secara signifikan yaitu berturut-turut 77 dan 54; peningkatan penguasaan konsep siswa pada kelas praktikum yang menerapkan peer tutoring lebih tinggi (n-gain 0,61) dibandingkan dengan kelas praktikum biasa (n-gain 0,25); peer tutoring terlaksana dengan sangat baik; sebagian besar siswa memberikan respon positif terhadap diterapkannya peer tutoring.Dengan demikian penerapan peer tutoring berpotensi untukmeningkatkan penguasaan konsep siswa SMA pada materi dunia tumbuhan. ;--- The study about the effect of peer tutoring toward high school student's mastery of concept about Plantae was to investigate the effect of peer tutoring toward mastery of concept, feasibility ofpeer tutoring and student responses toward peer tutoring. This tudy was conducted at tenth grade students one of the high school in Bandung of the even semester in the academic year 2015/2016. In determining the samples, purposive sampling technique was used by researcher, then research design was pretest-posttest control group design. The data were collected through multiple choice test based on the cognitive domain of Bloom revision, observation sheet and questionnaire of student responses. The data were analyzed by Mann-Whitney test and n-gain score. There was no significant difference of the earlier mastery of concept of the students who were in the practical class with peer tutoring strategy and students who were in the common practical class they are 40 and 38 consecutively; there was significant difference of the end mastery of concept of the students who were in the practical class with peer tutoring strategy and students who were in the common practical class they are 77 dan 54 consecutively; there was higher improvement mastery of concept of the students who were in the practical class with peer tutoring strategy (n-gain 0,61) and students who were in the common practical class (n-gain 0,25);peer tutoring was very succesfully implemented; most of the students gave the positive responses toward peer tutoring.Thusimplementation of peer tutoring has the potential to improve high school student'smastery of concepts about Plantae