PENERAPAN MODEL PEMBELAJARAN CONSTRUCTIVIST TEACHING SEQUENCE (CTS) UNTUK MENGUBAH KONSEPSI DAN MENINGKATKAN KETERAMPILAN PROSES SAINS SISWA SEKOLAH DASAR

• Main Author: Hinda Faridah, - (Author)
• Format: Book
• Published: 2022-08-29.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/84703/7/T_PD_1906812_Title.pdf; http://repository.upi.edu/84703/2/T_PD_1906812_Chapter1.pdf; http://repository.upi.edu/84703/3/T_PD_1906812_Chapter2.pdf; http://repository.upi.edu/84703/4/T_PD_1906812_Chapter3.pdf; http://repository.upi.edu/84703/5/T_PD_1906812_Chapter4.pdf; http://repository.upi.edu/84703/6/T_PD_1906812_Chapter5.pdf; http://repository.upi.edu/84703/1/T_PD_1906812_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools

Konsepsi ilmiah dan keterampilan proses sains pada siswa merupakan hal yang penting untuk mencapai tujuan pembelajaran, khususnya dalam pembelajaran IPA. Perlu strategi khusus untuk memfasilitasi dan membekali siswa dalam mencapai konsepsi ilmiah dan memiliki keterampilan proses sains. Adapun tujuan dari penelitian ini yaitu untuk mengetahui tingkat efektifitas dari model Constructivist Teaching Sequence (CTS) dalam mengubah konsepsi pada siswa, dan dalam meningkatkan keterampilan proses sains siswa sebagai pengaruh dari penerapan model pembelajaran CTS khususnya pada cakupan materi suhu dan kalor. Penelitian ini menggunakan metode pre-experiment dengan desain one group pretest-posttest. Sampel penelitian ini terdiri dari 20 siswa kelas V sekolah dasar, pelaksanaan pembelajarannya menggunakan model pembelajaran Constructivist Teaching Sequence (CTS). Data penelitian ini dihimpun dengan menggunakan instrumen penelitian berupa tes konsepsi dengan format two tier test untuk mengukur perubahan konsepsi, instrumen penelitian berupa soal pretest, dan 10 soal posttest Keterampilan Proses Sains. Hasil dari penelitian ini menunjukkan bahwa model pembelajaran CTS cukup efektif dalam mengubah keadaan konsepsi siswa dan dapat meningkatkan keterampilan proses sains yang dibuktikan dengan lebih dari 70% siswa sudah mencapai konsepsi ilmiah, serta ditandai oleh N-gain KPS sebesar g>70% yang berada pada kategori tinggi. Kata kunci: Constructivist Teaching Sequence (CTS), perubahan konsepsi, keterampilan proses sains. ABSTRACT APPLICATION OF CONSTRUCTIVIST TEACHING SEQUENCE (CTS) LEARNING MODEL TO CHANGE CONCEPT AND IMPROVE SCIENCE PROCESS SKILLS OF ELEMENTARY SCHOOL STUDENTS By HINDA FARIDAH (1906812) Scientific conception and science process skills in students are important things to achieve learning objectives, especially in science learning. Special strategies are needed to facilitate and equip students in achieving scientific conceptions and having science process skills. The purpose of this study is to determine the level of effectiveness of the Constructivist Teaching Sequence (CTS) model in changing students' conceptions, and in improving students' science process skills as the influence of the application of the CTS learning model, especially in the scope of temperature and heat material. This study used a pre-experimental method with a one group pretest-posttest design. The sample of this study consisted of 20 grade 5 elementary school students, the implementation of the learning using the Constructivist Teaching Sequence (CTS) learning model. The research data were collected using a research instrument in the form of a conception test with a two tier test format to measure changes in conception, the research instrument in the form of a pretest question, and 10 posttest questions of Science Process Skills. The results of this study indicate that the CTS learning model is quite effective in changing the state of students' conceptions and can improve science process skills as evidenced by more than 70% of students having achieved scientific conception, and is indicated by the N-gain KPS of g>70% which is at high category. Keywords: Constructivist Teaching Sequence, conceptual change, science process skills.