ANALISIS FENETIK UNTUK MENGUNGKAP PENALARAN SISWA PADA PRAKTIKUM KLASIFIKASI ARTHROPODA - Seftiviawinata, Fippy (2016)
Beberapapenelitiantelahmenunjukkanbahwahubunganantarakarakteristikkompleksitasdanoperasimatematispadatahapanfenetikmemberikanruangbagisiswauntukmengasahkemampuanbelajarnya. Denganmelakukankegiatananalisisfenetikpadapraktikumklasifikasisiswamampubelajarsecaraaktifdaneksploratif. Olehkarenaitu, penelitianinidilakukandengantujuanuntukmenggunakankelebihandarianalisisfenetiktersebutuntukmengungkapkemampuanpenalaransiswa SMA padapraktikumklasifikasi Arthropoda. Indikator yang digunakanuntukmenganalisiskemunculankemampuanpenalarandisusunberdasarkankerangkakerja Marzano (1994), berfokuspadadimensitigatentangaktivitassiswa yang berhubungandengankegiatanmemperluasdanmemperdalampengetahuan yang meliputikemampuanmembandingkan, mengklasifikasi, membuatinduksi, membuatdeduksi, menganalisiskesalahan, membangundukungan, mengabstraksi, danmenganalisisperspektif. Kemudianindikatortersebutdikembangkanmenjadi 25 sub indikatorberupa sub aktivitaspenalaranyang disesuaikandengantahapananalisisfenetik. Metodepenelitiandeskriptif yang dilakukanmenggunakaninstrumenberuparubrikkemunculanpenalaransiswa, Test of Logical Thinking (TOLT), angket, dan format wawancara. Sejumlah 32 siswakelasX SMA program peminatanMatematikadanIlmuPengetahuanAlam (MIPA) SMA Laboratoriumpercontohan UPI di Bandung dipilihsebagaisubyekdalampenelitianini. Hasilpenelitianmenunjukkanbahwapembelajaranpraktikumklasifikasi Arthropoda menggunakananalisisfenetikdapatmemunculkan rata-rata 63%kemampuanpenalarannyadengankategoricukup. Sebagianbesarsiswamampumenunjukkankemampuan yang sangatbaikpada proses membandingkan, mengklasifikasi, membuatinduksi, danmembuatdeduksi. Kemampuanpada proses menganalisiskesalahan, membangundukungan, mengabstraksi, danmenganalisisperspektifberhasildimunculkanwalaupunhasilnyamenunjukkanbahwakemampuan-kemampuan proses tersebutbelumdikuasaisiswadenganbaik.Secaraumumsiswaantusiasdalammengikutikegiatanpraktikum yang dilakukan. ;--- The last few years, classification of living things using phenetic approach was developed. The complexity and mathematical operations of phenetic's stages provide opportunity for student to improve their learning ability. This study aims to reveal the reasoning abilities of high school students in the lab using the phenetic analysis to analyze the emergence of reasoning according to the indicators on the observation rubric. The indicators used to analyze the emergence of reasoning ability are indicators of reasoning based on Marzano (1994) framework, focuses on dimension three about student activity that related to the activities for refine knowledge includes the ability of comparing, classifying, inducting, deducting, errors analysis, constructing support, abstracting and analyzing perspectives. The indicator has been developed into 25 sub-indicators in the form of sub-activities that are tailored to the stages of phenetic analysis. The method used is descriptive using four kind of instrument such as student reasoning rubric, Test of Logical Thinking (TOLT), questionnaire and interview format. 32 High School grade X students on program specialization in Mathematics and Natural Sciences (MIPA) Indonesia University of Education Laboratory High School in Bandung selected as subjects in this study. The results showed that laboratory practice learning using phenetic analysis of Arthropods classification revealing good reasoning abilities for student's learning successfully and the value of the abilities emergences average is 63% or in the standard category. Most of student showing excellent abilities of comparing, classifying, inducting and deducting. Student's abilities of error analysis, constructing support, abstracting and analyzing perspective revealed successfully although the result showed those student's abilities average are not good enough. Generally students enthusiastic in participating in practical activities of Arthropod classification using phenetic analysis.