PEMAHAMAN KONSEP DAN SELF EFFICACY SISWA SMA SETELAH PEMBELAJARAN SISTEM HORMON MENGGUNAKAN STRATEGI PQ4R
Penelitian ini bertujuan untuk mendapatkan informasi tentang bagaimana pemahaman konsep dan self efficacy siswa setelah pembelajaran sistem hormon menggunakan strategi pembelajaran PQ4R (Preview, Question, Read, Reflect, Recite, Review). Metode penelitian ini yang digunakan yaitu Weak Eksperimental...
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| Format: | Book |
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2019-08-23.
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| Summary: | Penelitian ini bertujuan untuk mendapatkan informasi tentang bagaimana pemahaman konsep dan self efficacy siswa setelah pembelajaran sistem hormon menggunakan strategi pembelajaran PQ4R (Preview, Question, Read, Reflect, Recite, Review). Metode penelitian ini yang digunakan yaitu Weak Eksperimental design dengan desain penelitian One Group Post-Test Only. Subjek penelitian merupakan siswa kelas XI MIPA di SMAN 19 Bandung, dengan jumlah sebanyak 28 siswa. Pemahaman konsep siswa dijaring melalui soal uraian yang berjumlah tujuh soal, sedangkan self efficacy siswa dijaring melalui kuisioner self efficacy berjumlah 32 pernyataan yang dibuat sesuai dengan sintaks pembelajaran PQ4R. Hasil penelitian menunjukkan terdapat pengaruh positif strategi pembelajaran PQ4R terhadap pemahaman konsep siswa tetapi tidak signifkan, berdasarkan Kriteria Ketuntasan Minimal (KKM) hanya 11% siswa mencapai KKM sedangkan berdasarkan kategori pemahaman konsep terdapat 32% siswa yang termasuk dalam kategori tinggi , kategori sedang 28%, rendah 25%. Self efficacy siswa setelah menggunakan strategi PQ4R berada pada kategori tinggi. ------- This study aims to obtain information about how students' understanding of concepts and self efficacy after learning the hormone system using the PQ4R learning strategy (Preview, Question, Read, Reflect, Recite, Review). This research method used is Weak Experimental design with One Group Post-Test Only reasearch design. The research subjects were students of class XI MIPA at SMAN 19 Bandung, with a total of 28 students. The students undesrtanding of the concepts was captured through a description of seven questions, while the self efficacy was captured through 37 self efficacy questionnaires made in accordance with the syntax of PQ4R learning. The identification results showed that there was a positive influence on the PQ4R learning strategy on students' understanding of the concepts but it was not significant, based on the Minimum Mastery Criteria (KKM) only 11% of students reached the KKM while based on the concept understanding category there were 32% of students included in the high category, moderate category 28%, low 25%. Student's self efficacy after using the PQ4R strategy in the high category. |
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| Item Description: | http://repository.upi.edu/40029/1/S_BIO_1500255_Title.pdf http://repository.upi.edu/40029/2/S_BIO_1500255_Chapter1.pdf http://repository.upi.edu/40029/3/S_BIO_1500255_Chapter2.pdf http://repository.upi.edu/40029/4/S_BIO_1500255_Chapter3.pdf http://repository.upi.edu/40029/5/S_BIO_1500255_Chapter4.pdf http://repository.upi.edu/40029/6/S_BIO_1500255_Chapter5.pdf http://repository.upi.edu/40029/7/S_BIO_1500255_Appendix.pdf |