IMPLEMENTASI METODE DEBAT AKTIF SEBAGAI UPAYA UNTUK MENINGKATKAN PENGUASAAN KONSEP SISWA SMA MATERI TEORI EVOLUSI

• Main Author: Ghorib, Ahmad Zaki Abdul (Author)
• Format: Book
• Published: 2017-08-24.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/32939/1/S_BIO_1303586_Title.pdf; http://repository.upi.edu/32939/2/S_BIO_1303586_Abstract.pdf; http://repository.upi.edu/32939/3/S_BIO_1303586_Table_of_content.pdf; http://repository.upi.edu/32939/4/S_BIO_1303586_Chapter1.pdf; http://repository.upi.edu/32939/5/S_BIO_1303586_Chapter2.pdf; http://repository.upi.edu/32939/6/S_BIO_1303586_Chapter3.pdf; http://repository.upi.edu/32939/7/S_BIO_1303586_Chapter4.pdf; http://repository.upi.edu/32939/8/S_BIO_1303586_Chapter5.pdf; http://repository.upi.edu/32939/9/S_BIO_1303586_Bibliography.pdf; http://repository.upi.edu/32939/10/S_BIO_1303586_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools; Q Science (General); QH301 Biology

Proses pendidikan pada saat ini berupaya untuk memberi keleluasaan peserta didik terlibat aktif dalam kegiatan kelas. Pembelajaran dirancang sedemikian rupanya agar proses belajar berpusat kepada peserta didik (student centered). Dalam pelaksanaan pembelajaran, metode debat masih belum banyak diterapkan karena timbul asumsi bahwa debat merupakan metode yang sulit diprediksi hasilnya akibat interaksi antar-siswa muncul secara spontan. Padahal, metode debat dapat memunculkan partisipasi aktif siswa. Penelitian penerapan metode debat aktif ini merupakan pembelajaran student centered yang berusaha mengungkap penguasaan konsep teori evolusi siswa. Metode penelitian ini termasuk ke dalam weak-experiment (eksperimen lemah) karena hanya menggunakan satu kelas dengan jenis one group pretest-posttest design. Sebanyak 26 siswa kelas XII SMA dilibatkan dalam penelitian ini. Pengumpulan data dilakukan melalui tes penguasaan konsep dan rubrik penilaian debat aktif. Metode debat aktif yang digunakan dalam penelitian merupakan pengembangan dari kegiatan debat aktif Mel Silberman (1996). Dalam kegiatan debat aktif, kelas dibagi menjadi empat kelompok dan setiap kelompok menjadi pendukung dari salah satu teori evolusi Lamarck, Darwin, Neo-Darwinisme, dan Cuvier. Debat aktif berlangsung secara sistematis berdasarkan peran-peran dalam setiap kelompok. Hasil penelitian menunjukkan bahwa penguasaan konsep teori evolusi mengalami peningkatan yang rendah (N-gain 0,14) setelah dilakukan pembelajaran dengan menggunakan metode debat aktif. Selain itu, terdapat hubungan antara metode debat aktif dengan penguasaan konsep siswa pada kategori yang tinggi (korelasi 0,61) dengan koefisien determinasi sebesar 37%.;--- The current educational process seeks to give learners to be actively in class activities. Learning process is designed in such a way that the learning process centered on the students. In the implementation of learning, the method of debate is still not widely applied because it appears the assumption that debate is a method that is difficult to predict results due to interaction between students arise spontaneously. In fact, debate is a method that can bring the active participation of students. Research on the application of this active debate method is a student centered learning that seeks to reveal concept mastery of student evolution theory. This method of research belongs to the weak-experiment because it uses only one class with one group pretest-posttest design. A total of 26 students high school XII were included in this study. Data collected through conceptual master test and rubric of active debate assessment. The active debate method used in this research is the development of Mel Silberman's (1996) active debate activities. In active debate activities, class is divided into four groups and each group becomes a supporter of one of evolutionary theories Lamarck, Darwin, Neo-Darwinism, and Cuvier. Active debate takes sistematically based on the roles in each group. The results showed that the concept mastery of the evolution theory had a low increase (N-gain 0.14) after learning using active debate method. In addition, there is a relationship between the active debate method with the concept mastery of the students on the high category (correlation 0.61) with the coefficient of determination of 37%.