PENERAPAN MEDIA KARTU BERGAMBAR TERHADAP KEMAMPUAN PENALARAN DAN KLASIFIKASI SISWA SMA PADA KONSEP KLASIFIKASI TUMBUHAN BERBIJI

• Main Author: Nur Sopiah Wahidah, - (Author)
• Format: Book
• Published: 2019-08-27.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/44203/1/T_BIO_1602825_Title.pdf; http://repository.upi.edu/44203/2/T_BIO_1602825_Chapter1.pdf; http://repository.upi.edu/44203/3/T_BIO_1602825_Chapter2.pdf; http://repository.upi.edu/44203/4/T_BIO_1602825_Chapter3.pdf; http://repository.upi.edu/44203/5/T_BIO_1602825_Chapter4.pdf; http://repository.upi.edu/44203/6/T_BIO_1602825_Chapter5.pdf; http://repository.upi.edu/44203/7/T_BIO_1602825_Appendix.pdf
• Keywords: L Education (General); QK Botany

Pendidikan yang sesuai dengan perkembangan abad ke-21 lebih fokus pada pengembangan keterampilan berpikir meng gunakan berbagai jenis penalaran (induktif, deduktif). Namun, penalaran dan klasifikasi siswa masih rendah. Pembelajaran klasifikasi tumbuhan di sekolah umumnya tidak menghadirkan media asli. Untuk itu, dibutuhkan media alternatif yang dapat menunjang pembelajaran klasifikasi tumbuhan berbiji di kelas, salah satunya dengan media kartu bergambar. Metode penelitian ini menggunakan metode pra-eksperimen dengan desain penelitian one group pretest-posttest. Teknik sampling diambil secara purposive. Di awal pertemuan, dilakukan pretest untuk mengukur kemampuan awal penalaran dan klasifikasi siswa pada materi klasifikasi tumbuhan berbiji. Penerapan media kartu bergambarnya dijaring menggunakan lembar observasi keterlaksanaan pembelajaran, LKS, dan angket respon siswa. Di akhir pembelajaran, dilakukan posttest untuk mengukur kemampuan penalaran dan klasifikasi akhir siswa pada materi klasifikasi tumbuhan berbiji. Hasil penelitian menunjukkan rata-rata keterlaksanaan pembelajaran klasifikasi tumbuhan berbiji berada pada kategori baik. Terjadi peningkatan yang beragam dari setiap aspek kemampuan penalaran dan klasifikasi siswa setelah diterapkan media kartu bergambar pada materi klasifikasi tumbuhan berbiji. Untuk aspek penalaran, terjadi peningkatan yang tinggi pada aspek membandingkan (0,88) dan penalaran deduktif (0,97). Selanjutnya, terjadi peningkatan sedang untuk aspek mengklasifikasi (0,35), mengabstraksi (0,66), dan penalaran induktif (0,45). Untuk aspek klasifikasi, terjadi peningkatan tinggi pada aspek membandingkan (0,87), dan mencari dasar pengelompokan (0,85). Selanjutnya, terjadi peningkatan sedang pada aspek mencari persamaan dan perbedaan (0,67), dan mengontraskan ciri (0,33). Efektivitas ketuntasan belajar siswa meningkat setelah diterapkan media ini. Namun, korelasi antara penalaran dan klasifikasi tidak signifikan.--------Education in accordance with the development of the 21st century is more focused on developing thinking skills using various types of reasoning (inductive, deductive). However, students' reasoning and classification is still low. Learning the classification of plants in schools generally does not present original media. For this reason, alternative media are needed that can support learning to classify seed plants in the classroom, one of them with a picture card media. This research method uses a pre-experimental method with one group pretest-posttest research design. The sampling technique was taken purposively. At the beginning of the meeting, a pretest was conducted to measure the students' initial reasoning and classification abilities in the classification of seed plants. The application of the pictorial card media was netted using observations sheets of learning implementation, student worksheets, and student questionnaire responses. At the end of the lesson, a posttest was conducted to measure the students' reasoning and final classification ability on seed classification of seed plants. The results showed the average feasibility of learning to seed plants classification in the good category (average score 2.41), with learning difficulties in the Gymnosperms classification. Furthermore, there was a varied improvement in every aspect of students' reasoning and classification abilities after the application of the pictorial card media to the seed classification plants. For the reasoning aspect, there was a high increase in the comparing aspect (0.88) and deductive reasoning (0.97). Furthermore, there was a moderate increase in the aspects of classifying (0.35), abstracting (0.66), and inductive reasoning (0.45). For the aspect of classification, there was a high increase in the aspect of comparing (0.87), and looking for the basis of grouping (0.85). Furthermore, there was a moderate increase in aspects of looking for similarities and differences (0.67), and contrasting features (0.33). The effectiveness of student learning completeness increases after this media is applied. However, the correlation between reasoning and classification is not significant due to the underdevelopment of some students' reasoning and classification abilities.