PENGEMBANGAN PROGRAM PERKULIAHAN ANATOMI TUMBUHAN BERBASIS FRAMING PADA SISTEM JARINGAN TUMBUHAN UNTUK MEMFASILITASI SPATIAL WORKING MEMORY CALON GURU BIOLOGI - Ermayanti, _ (2017)
Penelitian menggunakan metode Research and Development dilakukan untuk mengembangkan suatu Program Perkuliahan Anatomi Tumbuhan berbasis Framing (PPATF) yang dapat memfasilitasi spatial working memory (SWM) calon guru biologi. Pengembangan awal PPATF didasarkan pada hasil studi pendahuluan yang dilakukan di salah satu Universitas Negeri di Sumatera Selatan. Sejumlah mahasiswa Pendidikan Biologi (n=86) dilibatkan dalam penelitian ini. Data dikumpulkan dengan menggunakan beberapa instrumen yaitu tes spatial thinking, tes penguasaan konsep anatomi tumbuhan, tes berpikir logis (TOLT), pedoman observasi dan angket. Instrumen yang dikembangkan, terlebih dahulu validasi oleh pakar. Penelitian ini dikembangkan dengan lima tahap pembelajaran yaitu: tahap penyajian informasi, identifikasi dan eksplorasi konsep, konstruksi representasi, internalisasi dan konsolidasi konsep, serta evaluasi. Pengembangan strategi PPATF dilakukan melalui uji coba keterlaksanaan dan keberfungsian PPATF dalam memfasilitasi SWM. Data dianalisis secara kuantitatif dan kualitatif. Hasil implementasi menunjukkan bahwa PPATF memfasilitasi spatial working memory mahasiswa. Pembelajaran PPATF meningkatkan spatial thinking dengan N-gain tergolong sedang, yaitu 0,54 dan 0,58 untuk kelas A dan B. Penguasaan konsep memiliki rata-rata N-Gain 0,60 dan 0,57 untuk kelas A dan B, sementara kemampuan berpikir logis memiliki N-gain yang tergolong rendah. Persentase spatial thinking tertinggi terdapat pada kemampuan menghasilkan representasi yaitu (73,95 dan 73,19) masing-masing untuk kelas A dan B. Persentase terendah untuk kelas A dan B adalah melakukan transformasi representasi (64,46 dan 67,70). Persentase penalaran logis tertinggi terdapat pada penalaran proporsional (64,29 dan 65,91) untuk kelas A dan B. Perubahan kemampuan intelektual mahasiswa tertinggi dari dari operasi transisi ke formal (100%) untuk kelas A dan B, sementara dari konkret ke transisi hanya (69,6%) untuk kelas A dan (60%) untuk kelas B. Hasil ini menunjukkan bahwa PPATF yang dikembangkan lebih sesuai untuk mahasiswa pada tahap operasi transisi. Analisis hubungan antar komponen (spatial thinking, penguasaan konsep, dan penalaran logis), menunjukkan hubungan korelasi positif yang signifikan.;--- A study using Research and Development method was conducted to develop a course program frame-based learning of plant anatomy (PPATF) to frame students' cognitive processes in spatial thinking to facilitate spatial working memory (SWM) of pre-service biology teacher. PPATF development was based on the preliminary study conducted at State University in South Sumatra. A number of biology education students (n=86) were involved as participants. Data were collected using instruments of spatial thinking test, mastery of concept test and Test of Logical Thinking (TOLT), observation sheet, and questionnaire had been validated by expert judgment. This study was developed with five stages of learning, namely: giving information, identification and exploration of important' concepts, constructing a representations, internalization and consolidation concept and evaluation. The development of PPATF strategies was done through trial and functioning at each stage of learning to facilitate SWM. The data were analysed both quantitatively and qualitatively. Research results show that PPATF facilitate Students' spatial working memory to thinking spatially. The study resulted in that there is improvement of students' spatial thinking with N-gain 0,54 and 0,58 (moderate category) for A and B classes. Improvement mastery of concept with an average N-gain 0,60 and 0,57 (moderate category) for A and B classes, meanwhile improvement of students' logical thinking have N-gain with low category. The highest percentage of spatial thinking was created a representation (73,95 and 73,19) for A and B classes and the lowest percentage was transformation representation (64,46 and 67,70) for A and B classes. Analysis of logical thinking show that the highest percentage was proportional reasoning (64,29 and 65,91) for A and B classes. Development of students intellectual show that the highest percentage was from transitional to formal (100%) for A and B classes, meanwhile changes from concrete to transition (69,6%) for A class and (60,0%) for B class. These results indicate that the developed PPATF more appropriate for students at the transition operation stage. Analysis of the relationship between the components (spatial thinking, mastery of concepts and logical reasoning), showed a significant positive correlation.