PENGARUH MODEL PEMBELAJARAN OUTDOOR EXPERIENTIAL LEARNING PADA KONSEP GERAK TUMBUHAN BERMUATAN NILAI TERHADAP PENGUASAAN KONSEP DAN KONTRIBUSINYADALAM PEMBANGUNAN KARAKTER SISWA

• Main Author: Rahayu, Ekowati (Author)
• Format: Book
• Published: 2014-02-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini bertujuan untuk meningkatkan penguasaan konsep dan kontribusinya dalam pembangunan karakter siswa SMP pada konsep gerak tumbuhan bermuatan nilai dengan menggunakan model pembelajaran Outdoor Experiential Learning. Rumusan masalah dalam penelitian ini " Bagaimanakah Pengaruh Model Pembelajaran Outdoor Experiential Learning pada Konsep Gerak Tumbuhan Bermuatan Nilai terhadap Penguasaan Konsep dan Kontribusinya dalam Pembangunan Karakter Siswa". Metode penelitiannya quasi experiment dengan desain penelitaan the matching-only pretest-posttest control group design. Penelitian menggunakan sampel sebanyak dua kelas, satu kelas eksperimen dan satu kelas kontrol. Pengambilan sampel dengan cara cluster sampling. Kelas eksperimen menggunakan model pembelajaran Outdoor Experiential Learning sedangkan kelas kontrol menggunakan model konvensional berupa diskusi. Instrumen penelitian untuk penguasaan konsep dengan tes tertulis bentuk pilihan ganda sedangkan untuk nilai siswa dengan skala sikap model skala Likert. Data dianalisis dengan menggunakan uji statistik parametrik Independent Samples Test (uji t satu ekor dengan α = 0,05). Hasil penelitian menunjukkan bahwa penggunaan model pembelajaran Outdoor Experiential Learning dapat meningkatkan penguasaan konsep gerak tumbuhan dengan diperolehnya N-Gain sebesar 0,56 yang termasuk kategori sedang lebih tinggi dari perolehan N-Gain dengan penggunaan model konvensional sebesar 0,25 yang termasuk kategori rendah. Penggunaan model pembelajaran Outdoor Experiential Learning juga dapat meningkatkan nilai siswa dengan diperolehnya N-Gain sebesar 0,48 yang termasuk kategori sedang lebih tinggi dari perolehan N-Gain dengan penggunaan model konvensional sebesar 0,16 yang termasuk dalam kategori rendah. Dengan meningkatnya nilai siswa maka model pembelajaran Outdoor Experiential Learning pada konsep gerak tumbuhan bermuatan nilai ini memberikan kontribusi dalam pembangunan karakter siswa. The research is aimed to develop the students concepts mastery and contribution of Junior High School students' character in plant motion value laden concept by using Outdoor Experiential Learning model. The problem of this research is how the influence of learning model Outdoor Experiential Learning in plant motion value laden conceps to mastery of concepts and contributions character development of students. The research method is quasi experiment and uses the matching-only pretest-posttest control group design as a research design. The research is conducted by using two classes as samples, one class as experimental class and the other one as control class. Sampling by means of cluster sampling. The experimental class used Outdoor Experiential Learning as learning model and the control class used conventional learning model through discussion activity. Research instrument for the control concept used multiple choice as written test and for students with scale value attitude Likert scale models. Data were analyzed using parametric statistical test of Independent Samples Test (one tailed t test with α = 0.05). The result of this research shows that the use of Outdoor Experiential Learning model can develop the mastery of plant motion concepts which is proved by result of N-Gain 0,56 in medium category, is higher than N-Gain of conventional learning model 0,25 in low category. The use of Outdoor Experiential Learning model can also improve the value of students' development which is proved by N-Gain 0,48 in medium category, is higher than N-Gain of conventional learning model 0,16 in low category. By increasing the value of students learning model Outdoor Experiential Learning in motion concept is value-laden plants give contributed to the development of

Item Description

http://repository.upi.edu/7086/1/T_IPA_1102599_Title.pdf
http://repository.upi.edu/7086/2/T_IPA_1102599_Abstract.pdf
http://repository.upi.edu/7086/3/T_IPA_1102599_Table_of_content.pdf
http://repository.upi.edu/7086/4/T_IPA_1102599_Chapter1.pdf
http://repository.upi.edu/7086/5/T_IPA_1102599_Chapter2.pdf
http://repository.upi.edu/7086/6/T_IPA_1102599_Chapter3.pdf
http://repository.upi.edu/7086/7/T_IPA_1102599_Chapter4.pdf
http://repository.upi.edu/7086/8/T_IPA_1102599_Chapter5.pdf
http://repository.upi.edu/7086/9/T_IPA_1102599_Bibliography.pdf
http://repository.upi.edu/7086/10/T_IPA_1102599_Appendix1.pdf
http://repository.upi.edu/7086/11/T_IPA_1102599_Appendix2.pdf
http://repository.upi.edu/7086/12/T_IPA_1102599_Appendix3.pdf
http://repository.upi.edu/7086/13/T_IPA_1102599_Appendix4.pdf
http://repository.upi.edu/7086/14/T_IPA_1102599_Appendix5.pdf
http://repository.upi.edu/7086/15/T_IPA_1102599_Appendix6.pdf
http://repository.upi.edu/7086/16/T_IPA_1102599_Appendix7.pdf
http://repository.upi.edu/7086/17/T_IPA_1102599_Appendix8.pdf
http://repository.upi.edu/7086/18/T_IPA_1102599_Appendix9.pdf
http://repository.upi.edu/7086/19/T_IPA_1102599_Appendix10.pdf
http://repository.upi.edu/7086/20/T_IPA_1102599_Appendix11.pdf
http://repository.upi.edu/7086/21/T_IPA_1102599_Appendix12.pdf
http://repository.upi.edu/7086/22/T_IPA_1102599_Appendix13.pdf
http://repository.upi.edu/7086/23/T_IPA_1102599_Appendix14.pdf
http://repository.upi.edu/7086/24/T_IPA_1102599_Appendix15.pdf
http://repository.upi.edu/7086/25/T_IPA_1102599_Appendix16.pdf
http://repository.upi.edu/7086/26/T_IPA_1102599_Appendix17.pdf
http://repository.upi.edu/7086/27/T_IPA_1102599_Appendix18.pdf
http://repository.upi.edu/7086/28/T_IPA_1102599_Appendix19.pdf
http://repository.upi.edu/7086/29/T_IPA_1102599_Appendix20.pdf
http://repository.upi.edu/7086/30/T_IPA_1102599_Appendix21.pdf
http://repository.upi.edu/7086/31/T_IPA_1102599_Appendix22.pdf
http://repository.upi.edu/7086/32/T_IPA_1102599_Appendix23.pdf