PENERAPAN SOCIO-SCIENTIFIC ISSUES BASED INSTRUCTION PADA MATERI PEMANASAN GLOBAL UNTUK MENINGKATKAN REFLECTIVE JUDGMENT DAN PEMAHAMAN KONSEP SISWA

Abstract

Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan pembelajaran, peningkatan reflective judgment, peningkatan pemahaman konsep dan respon siswa setelah menerapkan pembelajaran socio-scientific issues based instruction pada materi pemanasan global. Jenis penelitian yang digunakan adalah pre eksperimental dengan desain one group pre-test and post-test. Subjek penelitian terdiri dari tiga kelas yaitu kelas XI MIPA 7, XI MIPA 8, XI MIPA 9. Data pre-test dan post-test pemahaman konsep siswa dianalisis menggunakan uji t-berpasangan dan n-gain, sedangkan data pre-test dan post-test reflective judgment dianalisis menggunakan n-gain. Berdasarkan hasil analisis data dan pembahasan diperoleh kesimpulan bahwa keterlaksanaan pembelajaran dengan strategi socio-scientific issues based instruction adalah sangat baik. Keterampilan reflective judgment siswa mengalami peningkatan dengan kategori rendah pada level pre-reflective. Pemahaman konsep siswa mengalami peningkatan yang signifikan dengan kategori rendah untuk kelas XI MIPA 7 serta kategori sedang untuk kelas XI MIPA 8 dan XI MIPA 9. Siswa memberikan respon yang sangat baik terhadap penerapan strategi socio-scientific issues based instruction pada materi pemanasan global. Dengan demikian, strategi socio-scientific issues based instruction pada materi pemanasan global dapat meningkatkan reflective judgment dan pemahaman konsep siswa.

Kata kunci: Pemanasan global, socio-scientific issues based instruction, reflective judgment, pemahaman

                     konsep             

Abstract

This study aimed to describe implementation learning,  improving reflective judgment, improving conceptual understanding and students response after applied socio-scientific issues based instruction on global warming. This research was pre-experimental design with one group pre-test and post-test. Subjects consist of three classes. it is XI MIPA 7, XI MIPA 8 and XI MIPA 9. The result of pre-test and post-test conceptual understanding were analyzed using t-paired test and n-gain, while the result of pre-test and post-test reflective judgment were analyzed using n-gain. Based on data analysis and discussion, we concluded that the implementation learning with socio-scientific issues based instruction was excellent. Reflective judgment skills of students has increased with lower categories on the pre-reflective level. Conceptual understanding of students has increased significantly with the low category for XI MIPA 7, the medium category for XI MIPA 8 and XI MIPA 9. Students respond very well to the implementation of socio-scientific issues based instruction strategy on global warming. It demonstrated that the strategy of socio-scientific issues based instruction on global warming may improve the reflective judgment and conceptual understanding.

Keywords: Global warming, socio-scientific issues based instruction, reflective judgment, conceptual

                   understanding