Penerapan Pendekatan Jelajah Alam Sekitar Terhadap Hasil Kognitif dan Keterampilan Proses Sains pada Pembelajaran Biologi Materi Pencemaran Lingkungan di SMA Budi Mulia Bogor

Rosalia, Rifana Desi (2021) Penerapan Pendekatan Jelajah Alam Sekitar Terhadap Hasil Kognitif dan Keterampilan Proses Sains pada Pembelajaran Biologi Materi Pencemaran Lingkungan di SMA Budi Mulia Bogor. S1 thesis, Universitas Kristen Indonesia.

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Abstract

Tujuan penelitian ini adalah untuk mengetahui, antara lain: (1) nilai kognitif siswa pada materi pencemaran lingkungan sebelum dan sesudah penerapan Pendekatan Jelajah Alam Sekitar dan (2) skor Keterampilan Proses Sains (KPS) siswa pada materi pencemaran lingkungan sebelum dan sesudah penerapan Pendekatan Jelajah Alam Sekitar. Metode penelitian menggunakan metode pre-eksperimen one group pretest-posttest. Desain penelitian dibagi pada 4 tahap yaitu, tahap perencanaan, tahap validasi, tahap pelaksanaan, dan tahap analisis data. Penelitian dilaksanakan pada semester genap tahun ajaran 2020/2021 di bulan Maret sampai Juni 2021. Populasi penelitian ini yaitu siswa kelas X IPA SMA Budi Mulia Bogor dan sampel yang ditentukan dengan cara random sampling. Teknik analisis data dengan statistik desktiptif. Hasil penelitian menunjukkan terdapat pengaruh penerapan Pendekatan Jelajah Alam Sekitar terhadap nilai kognitif siswa pada materi pencemaran lingkungan sebelum dan sesudah pembelajaran. Hal ini dibuktikan dengan Uji Wilcoxon yang menunjukkan Whitung = 58,8 dan Wtabel = 772 dengan demikian maka Whitung < Wtabel, sehingga Ho ditolak dan H1 diterima. Rerata nilai kognitif kelompok pretest adalah 72,38 sedangkan rerata nilai kognitif kelompok posttest adalah 86,25 Terjadi peningkatan sekitar 13,87 poin. Selanjutnya, tidak terdapat pengaruh penerapan Pendekatan Jelajah Alam Sekitar terhadap Skor Keterampilan Proses Sains (KPS) Siswa pada materi pencemaran lingkungan sebelum dan sesudah pembelajaran. Hal ini dibuktikan dengan Uji Wilcoxon yang menunjukkan Whitung = 812 dan Wtabel = 772 dengan demikian maka Whitung > Wtabel, sehingga Ho ditolak dan H1 diterima. Rerata untuk angket pertama adalah 108,06 Sedangkan rerata untuk angket kedua adalah 110,29. Meskipun tidak terdapat pengaruh yang signifikan tetapi terjadi peningkatan skor sebanyak 2,23 poin. Perlakuan khusus dalam proses pembelajaran dapat mempengaruhi hasil belajar dari siswa seperti penerapan pendekatan Jelajah Alam Sekitar yang memiliki perbedaan rata-rata sebelum dan sesudah penerapan pendekatan Jelajah Alam Sekitar.dari hasil kognitif dan skor Keterampilan Proses Sains. Meskipun skor Keterampilan Proses Sains tidak menunjukkan perbedaan banyak atau signifikan, diharapkan guru dapat mencari solusi yang lebih baik pada pembelajran biologi dengan menggunakan Keterampilan Proses Sains yang dimiliki siswa. Kata kunci : Hasil Kognitif, Jelajah Alam Sekitar, Keterampilan Proses Sains, Pencemaran Lingkungan / The purpose of this study was to determine, among others: (1) students' cognitive scores on environmental pollution material before and after the application of the Surrounding Nature Exploration Approach and (2) students' Science Process Skills (KPS) scores on environmental pollution material before and after the application of the Exploration Approach. Surroundings. The research method used a pre-experimental one group pretest-posttest method. The research design is divided into 4 stages, namely, the planning stage, the validation stage, the implementation stage, and the data analysis stage. The study was carried out in the even semester of the 2020/2021 academic year from March to June 2021. The population of this study were students of class X IPA SMA Budi Mulia Bogor and the sample was determined by random sampling. Data analysis technique with descriptive statistics. The results showed that there was an effect of the application of the Surrounding Nature Approach on the cognitive value of students on environmental pollution material before and after learning. This is evidenced by the Wilcoxon test which shows Wcount = 58.8 and Wtable = 772, thus Wcount < Wtable, so Ho is rejected and H1 is accepted. The average cognitive value of the pretest group was 72.38 while the average cognitive value of the posttest group was 86.25. There was an increase of about 13.87 points. Furthermore, there is no effect of applying the Environmental Exploration Approach to Students' Science Process Skills (KPS) scores on environmental pollution material before and after learning. This is evidenced by the Wilcoxon test which shows Wcount = 812 and Wtable = 772, thus Wcount > Wtable, so Ho is rejected and H1 is accepted. The average for the first questionnaire is 108.06 while the average for the second questionnaire is 110.29. Although there was no significant effect, there was an increase in the score of 2.23 points. Special treatment in the learning process can affect student learning outcomes such as the application of the Surrounding Nature approach which has an average difference before and after the application of the Surrounding Nature approach. From cognitive results and Science Process Skills scores. Although the Science Process Skills scores did not show much or significant differences, it is hoped that teachers can find better solutions in biology learning by using the Science Process Skills students have. Keywords: Cognitive Results, Exploration of the Surrounding Nature, Science Process Skills, Environmental Pollution

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