PROGRAM PERKULIAHAN PERUBAHAN IKLIM DENGAN MODEL PEMBELAJARAN YOYO SYSTEM BASED CASE DALAM MEMBEKALKAN PENGUASAAN KONTEN DAN KETERAMPILAN BERPIKIR SISTEM MAHASISWA

• Main Author: Meilinda, - (Author)
• Format: Book
• Published: 2018-07-27.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/47243/1/D_IPA_1402332_Title.pdf; http://repository.upi.edu/47243/2/D_IPA_1402332_Abstract.pdf; http://repository.upi.edu/47243/3/D_IPA_1402332_Table_Of_Content.pdf; http://repository.upi.edu/47243/4/D_IPA_1402332_Chapter1.pdf; http://repository.upi.edu/47243/5/D_IPA_1402332_Chapter2.pdf; http://repository.upi.edu/47243/6/D_IPA_1402332_Chapter3.pdf; http://repository.upi.edu/47243/7/D_IPA_1402332_Chapter4.pdf; http://repository.upi.edu/47243/8/D_IPA_1402332_Chapter5.pdf; http://repository.upi.edu/47243/9/D_IPA_1402332_Bibliography.pdf; http://repository.upi.edu/47243/10/D_IPA_1402332_Appendix.pdf
• Keywords: L Education (General); Q Science (General)

Penelitian ini bertujuan mengembangkan dan menguji efektifitas program perkuliahan perubahan iklim dengan model pembelajaran YSBC (Yoyo System Based Case) pada penguasaankonten dan keterampilanberpikirsistemsertamelihatdampaktingkatpenalaran pada keduahaltersebut. Metode penelitian menggunakan DevelomentalResearchtipe Iyang meliputitahapeksplorasisehinggadihasilkan model konstruksi program, tahap developingsehinggadihasilkan model implementasi program, dan tahapevaluasi yang merupakanbagiandari uji efektifitas program.Program perkuliahanperubahaniklim dengan model pembelajaran YSBCdarihasilpengembangan terdiri dari lima fase yaitu: 1) Orientasi sistem; 2) Identifikasi organisasisistem; 3) Eksplorasi karakter sistem; 4) Eksplanasi; 5) Elaborasi dengan tujuhtopikperkuliahan dan studikasus. Hasil uji efektivitas menunjukkan bahwa program perkuliahan efektif pada penguasaan konten mahasiswa calon guru Pendidikan Biologi dengan nilai p (data total) 0,001; p(basic content) 0,005 dan p (advance content)0,000, kecuali pada middle content dan pada mahasiswa calon guru Pendidikan Fisika. Untuk keterampilan berpikir sistem, terdapat perbedaan signifikan baik pada data total dan setiap indikator dengan nilai pyang samayaitu0,000pada mahasiswa calon guru dari Pendidikan Biologi dan mahasiswa calon guru dari Pendidikan Fisika, kecuali pada indikator III (mampu menganalisis pola/pemodelan pada sistem) denganp = 0,568. Sementara itu pada data total, kemampuan mengenali struktur dan peran komponen sistem iklim (indikator I), kemampuan menganalisis interaksi komponen dan subkomponen sistem iklim (indikator II) serta kemampuan memprediksi dan meretrospeksi sistem (Indikator IV) memiliki nilai p berturut-turut 0,000; 0,003; 0,000; dan 0,000. Tingkat penalaran tidak mempengaruhi penguasaan konten tetapi mempengaruhi keterampilan berpikir sistem terutama Indikatormenganalispola/ pemodelansistem(III) dan indikatormemprediksi/retrospeksi IV pada mahasiswacalon guru pendidikanbiologitetapi tidak berpengaruh pada mahasiswa calon guru dari ;---A development research about climate change course with YSBC learning model was conducted to develop and examine the effectiveness of content mastery learning and system thinking skill in climate change content and to figure out the impact of formal operational toward two regards. This research used develomental research design type I which covered three stages namely: 1) exploration stage which was conducted to find out the initial design of the program, 2) developing stage of the program in order to get the readiness of the program to be implemented, and 3) evaluation stage which was a part of the effectiveness test of the program. Climate change course program with YSBC learning model which were derived from the stages that had been implemented consisted of five phases, namely: 1) Orientation system; 2) Identification system; 3) Exploration of system character; 4) Explanation; and 5) Elaboration with seven course topics and case study. The effectiveness test involves 60 prospective physic teacher and 68 prospective biology teacher. The effectiveness test results show that the program had significant differences on content mastery of prospective biology teacher with p value (total data) 0,001; p (basic content) 0.005 and p (advance content) 0.000. However prospective physics teacher, content mastery did not differ significantly on all indicators. Regarding the system thinking skills, there were in both the total data and each indicator with the same p value of 0.000, of prospective biology teacher. Then, the course in prospective physics teacher had significant influence on system thinking, except indicator III (able to analyze pattern on system) with p = 0,568. The formal reasoning does not affect to the mastery content but affects to the systems thinking skills, especially analized pattern/modelling in system and prediction/retrospection in system of the prospective biology teacher. However, there was no effect on the prospective physics teacher.