PENINGKATKAN ECOLITERACY MELALUI PEMBELAJARAN BERTANAM PADA MATA PELAJARAN ILMU PENGETAHUAN SOSIAL (IPS) DI KELAS IV SEKOLAH DASAR NEGERI SINDANGSUKA V KECAMATAN CIBATU KABUPATEN GARUT - Solihin, Fajar Kusumah (2013)
Penelitian didasarkan pada rendahnya kesadaran peserta didik terhadap lingkungan, seperti tidak terdapat tanaman-tanaman yang tumbuh disekitar lingkungan sekolah. Keadaan seperti ini menunjukan belum menculnya sikap peduli terhadap kondisi lingkungan. Tujuan dari penelitian ini untuk peningkatan ecoliteracy melalui kegiatan bertanam. Dengan demikian perlu adanya perbaikan proses pembelajaran menggunakan metode penelitian tindakan kelas (PTK). Desain penelitian menggunakan model yang dikembangkan John Elliot dengan tahapan-tahapan seperti perencanaan, pelaksanaan, pengamatan, dan refleksi. Hasil penelitian berupa pemahaman ecoliteracy dan sikap ecoliterate mengalami peningkatan yang ditunjukkan oleh peserta didik. Dengan kata lain, hubungan antara hasil ecoliteracy dengan sikap ecoliterate pada siklus 1 interpetasi mencapai 0,44 berada pada tingkat sedang dilihat dari tabel pedoman interpretasi koefisiaen korelasi. Selanjutnya hubungan antara hasil ecoliteracy dengan sikap ecoliterate pada siklus 2 interpetasi mencapai 0,30 berada pada tingkat rendah dibandingkan hubungan pada siklus ke-1. Sedangkan di siklus ke-3 interpetasi mencapai 0,75 berada pada tingkat kuat dilihat dari tabel pedoman interpretasi koefisiaen korelasi. Dengan demikian, hubungan yang diharapkan dapat mempengaruhi sikap pada setiap peserta didik mulai terbentuk antara pemahaman yang dimilikinya dengan sikap yang ditunjukannya. Para peneliti dan Pendidik sebaiknya memperhatikan cara pembelajaran dengan praktik langsung untuk membantu peserta didik dalam memperoleh pemahamannya melalui kegiatan langsung. Diharapkan pihak sekolah menyediakan fasilitas belajar di lingkungan sekolahnya untuk kegiatan pembelajaran selain di rungan kelas. Kata Kunci: Pemahaman Ecoliteracy, Sikap Ecoliterate dan Pembelajaran Bertanam Students' awareness which is low toward environment becomes the basic problem of this study. For instance, there are no plants which grow around school environment. This situation shows that sensitivity toward environment situation is not yet. The aim of this study is to ecoliteracy imp rovement through planting activity. It means that learning process should be fixed by using method of classroom action research. Research design used a model which is developed by John Elliot which consist of several steps, namely, planning, implementation, observation, and reflection. The result of this study was there were improvements of students' ecoliteracy comprehension and students' attitude of ecoliterate. In other words, the relation between the result of ecoliteracy and ecoliterate attitude to the interpretation in the first cycle was 0,44 which means were at medium level based on table of correlation coefficient guidance. Then, the relation between the result of ecoliteracy and ecoliterate attitude to the interpretation in the second cycle was 0,30 which means were at low level, so it was lower than the relation of the first cycle. Meanwhile, the interpretation in the third cycle was 0,75, which means were at strong or high level based on table of correlation coefficient interpretation. Based on the result, the relation that was expected can give influence toward attitude of each student which was showed by their comprehension and their attitude. The researchers and the educators should pay attention to learning by using direct practice to help students in acquiring their understanding through direct activity. Hopefully, staffs of school provide facilities in school environment to learning teaching activity beside in the classroom. Keywords: Ecoliteracy Comprehension, Ecoliterate attitude, and Planting Learning