i
PENGARUH MODEL PROJECT BASED LEARNING BERBASIS POTENSI MAKROALGA DAERAH PESISIR
TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI EKOSISTEM DI SMA NEGERI 1 TANJUNGSARI
GUNUNGKIDUL DIY
Oleh :
MILYARDA SHADAIKA K4310056
Skripsi
Ditulis dan diajukan untuk memenuhi syarat guna mendapatkan gelar Sarjana Pendidikan Program Pendidikan Biologi Jurusan Pendidikan Matematika dan
Ilmu Pengetahuan Alam
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS SEBELAS MARET
ii
PERSETUJUAN
iii
v MOTTO
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DEDICATION
vii ABSTRAK
Milyarda Shadaika. PENGARUH MODEL PROJECT BASED LEARNING
BERBASIS POTENSI MAKROALGA DAERAH PESISIR TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI EKOSISTEM DI SMA NEGERI 1 TANJUNGSARI GUNUNG KIDUL D. I. YOGYAKARTA. Skripsi, Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, Surakarta, Desember 2014.
Penelitian ini bertujuan untuk mengetahui pengaruh model Project Based
Learning (PjBL) berbasis potensi makroalga daerah pesisir terhadap kemampuan berpikir kritis siswa pada konsep ekosistem. Penelitian dilaksanakan di SMAN 1 Tanjungsari Tahun Akademik 2013/2014. Populasi dalam penelitian ini adalah seluruh siswa kelas X MIA. Teknik pengambilan sampel dengan cluster random sampling, yaitu kelas eksperimen (penerapan PjBL berbasis potensi makroalga) dan kelas kontrol. Penelitian menggunakan metode eksperimen semu dengan rancangan posttest-only control group design. Pengumpulan data dilakukan selama satu bulan atau empat kali pertemuan dengan waktu 2 jam (45 menit setiap pertemuan). Teknik pengumpulan data menggunakan tes uraian yang merujuk pada level kognitif berdasarkan revisi Taksonomi Bloom skala C4-C6, yakni menganalisis, mengevaluasi, dan mencipta. Seluruh data dianalis menggunakan Uji t pada taraf signifikasi 5%. Observasi dilakukan selama proses pembelajaran untuk mendapatkan informasi pada proses berpikir kritis siswa. Hasil penelitian disimpulkan bahwa penerapan model PjBL berbasis potensi makroalga daerah pesisir berpengaruh secara signifikan terhadap kemampuan berpikir kritis siswa.
viii ABSTRACT
Milyarda Shadaika. THE EFFECT OF PROJECT BASED LEARNING
MODEL BASED ON MACROALGAE SEASHORE POTENCY ON STUDENTS’ CRITICAL THINKING SKILLS IN ECOSYSTEM CONCEPT AT SMAN 1 TANJUNGSARI GUNUNGKIDUL D. I. YOGYAKARTA.Thesis, Biology Teacher Education Program Departement of Mathematics and Sciences Education Faculty of Teacher Training and Educational Sciences, University of Sebelas Maret, Surakarta, Desember 2014
This research aims to know the effect of Project Based Learning (PjBL) based
on macroalgae potency of seashore toward students critical thinking skills. This research was held at SMAN 1 Tanjungsari in academic year 2013/2014. All student of grade X MIA had been chosen as a research population. Randomly, two classes were selected representing the experimental class (implementation PjBL based on macroalgae potency of seashore) and the control class. A quasi-experimental method was designed to achieve the research objectives. Data were collected during one month or four meetings consist two hours (45 min each). Critical thinking was measured through essay test which were formulated based on cognitive scale of Bloom taxonomy (C4–C6). All the data were analyzed using
t-test method with α=5%. Observation of learning process was also done to get
information on critical thinking process. The result showed that implementation of
PjBL based on localities influenced significantly on students’ critical thinking
skills.
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FOREWORD
I thank God for given me the opportunity to finally accomplish my thesis. This thesis would not have been possible without the guidance and the help of several persons who contributed in and extended their valuable assistance in the preparation and completion of this study. Their excitement and willingness to provide feedback made the completion of this research is an enjoyable experience. And I would like to thank greatfully the following people:
1. First advisor, Murni Ramli, S.P, M.Si., Ed.D, who helped me brainstrom ideas during research, and also suggested me ideas and comments to improve my work.
2. Second advisor, Nurmiyati, S.Pd., M.Si., for give me a chance to get involved in macroalgae research in Gunungkidul, D. I. Yogyakarta
3. Macroalgae researchers project team, Dr. Widoretno, M.Si., Nurmiyati, S.Pd., M.Si., Meti Indrowati, S.Si., M.Si., and Marsusi, M.Si., Ph.D., for allowing me to use the macroalgae research in this thesis.
4. All lecturers of the Departement of Biology Teacher Education, for the knowledges and insights their has shared.
5. All biology teachers of SMA Negeri 1 Tanjungsari for always willing to lend helping hands.
6. The students of SMA Negeri 1 Tanjungsari, who took part in making this thesis real.
7. My great parents, for constantly supporting me and also for their patience in waiting for me to finish the bachelor study.
8. The colleagues, for being ‘on call’ to answer my many questions and for keeping me on task.
9. And last but not least, a big thank you to all others who gave input about this thesis.
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DAFTAR ISI
HALAMAN JUDUL ...i
HALAMAN PERNYATAAN ... ii
HALAMAN PERSETUJUAN PEMBIMBING ...iii
HALAMAN PENGESAHAN PENGUJI ...iv
HALAMAN MOTTO ...v
HALAMAN PERSEMBAHAN ... vi
ABSTRAK ... vii
KATA PENGANTAR ... ix
DAFTAR ISI ... x
DAFTAR TABEL ... xii
DAFTAR GAMBAR ...xiii
DAFTAR LAMPIRAN ... xiv BAB I. PENDAHULUAN ...
A. Latar Belakang Masalah ... B. Rumusan Masalah ... C. Tujuan Penelitian ... C. Manfaat Penelitian ...
1 1 6 7 7 BAB II. KAJIAN PUSTAKA ...
A. Kajian Teori ... 1. Hakikat Pembelajaran Biologi ... 2. Pendekatan Pembelajaran Konstruktivisme ... 3. Kemampuan Berpikir Kritis ... 4. Model Project Based Learning ... 5. Pembelajaran Berbasis Potensi Lokal ... B. Penelitian yang Relevan ... 1. Project Based Learning ... 2. Kemampuan Berpikir Kritis ... C. Kerangka Berpikir ... D. Hipotesis ...
8 8 8 9 10 13 16 18 18 19 21 22 BAB III. METODOLOGI PENELITIAN ...
A. Tempat dan Waktu Penelitian ... B. Rancangan Penelitian ... C. Populasi dan Sampel ... D. Teknik Pengambilan Sampel ... E. Teknik Pengumpulan Data ...P F. Validitas Instrumen Penelitian ... G. Analisis Data ... H. Prosedur Penelitian ...
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BAB IV. HASIL DAN PEMBAHASAN ... A. Deskripsi Data ... 1. Deskripsi Hasil Kemampuan Berpikir Kritis ... 2. Deskripsi Tingkatan Kemampuan Berpikir Kritis ... B. Data Pendukung ... 1. Deskripsi Nilai Hasil Belajar Siswa Ranah Keterampilan ... 2. Deskripsi Nilai Hasil Belajar Siswa Ranah Sikap ……... C. Pengujian Hipotesis ... D. Pembahasan Analisis Data ... 1. Pelaksanaan Model PjBL berbasis Potensi Makroalga Daerah Pesisir terhadap Kemampuan Berpikir Kritis ... 2. Pengaruh Model PjBL berbasis Potensi Makroalga Daerah Pesisir terhadap Kemampuan Berpikir Kritis ... 3. Pengaruh Model PjBL berbasis Potensi Makroalga Daerah Pesisir terhadap Tingkatan Kemampuan Berpikir Kritis ... 4. Pengaruh Model PjBL Potensi Makroalga Daerah Pesisir terhadap Sikap dan Keterampilan ...
39 39 39 41 42 42 43 45 47 48 48 53 55 56 BAB V. SIMPULAN, IMPLIKASI DAN SARAN ...
A. Simpulan ... B. Implikasi ... C. Saran ...
xii
DAFTAR TABEL
Tabel 1.1 Daftar Potensi Lokal/Lokasi Dekat Sekolah yang Dimanfaatkan .... 5
Tabel 2.1 Aspek Kemampuan Berpikir Kritis ... 12
Tabel 3.1 Waktu Pelaksanaan Kegiatan Penelitian ... 24
Tabel 3.2 Rancangan Penelitian Post-test Only Control Group ... 25
Tabel 3.3 Hasil Uji Normalitas ... 27
Tabel 3.4 Hasil Uji Homogenitas ... 28
Tabel 3.5 Contoh Tes Uraian C4-C6 ... 29
Tabel 3.6 Hasil Uji Validitas Soal Kemampuan Berpikir Kritis ... 34
Tabel 3.7 Skala Penilaian Realibilitas Butir Soal ...35
Tabel 3.8 Hasil Uji Realibilitas Soal Uji Coba Kemampuan Berpikir Kritis ... 35
Tabel 4.1 Deskripsi Data Kemampuan Berpikir Kritis Siswa ... 40
Tabel 4.2 Deskripsi Data Hasil Belajar Siswa Ranah Keterampilan ... 44
Tabel 4.3 Hasil Analisis Pengaruh Model Project Based Learning Berbasis Potensi Makroalga Daerah Pesisir Terhadap Keterampilan Siswa ...45
Tabel 4.4 Deskripsi Data Hasil Belajar Siswa Ranah Sikap ... 45
Tabel 4.5 Hasil Analisis Pengaruh Model Project Based Learning Berbasis Potensi Makroalga Daerah Pesisir Terhadap Sikap Siswa ... 46
Tabel 4.6 Hasil Uji Normalitas Data Kemampuan Berpikir Kritis Siswa ... 47
Tabel 4.7 Hasil Uji Homogenitas Data Kemampuan Berpikir Kritis Siswa ... 47
Tabel 4.8 Hasil Analisis Pengaruh Model Project Based Learning Berbasis Potensi Makroalga Daerah Pesisir Terhadap Kemampuan Berpikir Kritis Siswa ... 48
xiii
DAFTAR GAMBAR
Gambar 2.1 Kerangka Berpikir ... 22
Gambar 3.1 Paradigma Penelitian ...26
Gambar 3.2 Prosedur Penelitian ... 38
Gambar 4.1 Distribusi Kemampuan Berpikir Kritis Siswa ... 41
Gambar 4.2 Presentase Tingkatan Kemampuan Berpikir Kritis Siswa ... 42
Gambar 4.4 Hasil Belajar Siswa Ranah Keterampilan ... 44
xiv
DAFTAR LAMPIRAN
Lampiran 1 Instrumen Penelitian ... a. RPP Model PjBL Berbasis Potensi Makroalga Daerah
Pesisir ... b. RPP Model Konvensional ...
65
65 110
Lampiran 2 Data Kemampuan Awal Siswa ... 122
Lampiran 3 Uji Validitas dan Realibilitas Tryout ... 127
Lampiran 4 Uji Hipotesis ... 128
Lampiran 5 Hasil Tingkatan Kemampuan Berpikir Kritis Siswa ... 131
Lampiran 6 Hasil Belajar Ranah Sikap ... 133
Lampiran 7 Hasil Belajar Ranah Keterampilan ... 136
Lampiran 8 Hasil Wawancara ... 139
Lampiran 9 Dokumentasi ... 142
