Kumpulan Abstrak DisertasiSemester Genap 2009/2010

Pendidikan Biologi (BIO)

420 KUMPULAN ABSTRAK TESIS & DISERTASI 2009/2010

Program Studi S3BIO 421

Kajian Latar Belakang Pendidikan, Kultur Sekolah, Persepsi, Sikap, Motivasi Intrinsik, dan Kesadaran Metakognitif Guru Serta Dampaknya Terhadap Implementasi Paradigma Belajar Pembelajaran IPA-Biologi: Studi Empiris Sekolah Binaan MBE-USAID Jawa

Tengah

Andreas Priyono Budi Prasetyo

Priyono Budi Prasetyo, Andreas. 2010. Kajian Latar Belakang Pendidikan, Kultur Sekolah, Persepsi, Sikap, Motivasi Intrinsik, Dan Kesadaran Metakognitif Guru Serta Dampaknya Terhadap Implementasi Paradigma Belajar Pembelajaran IPA-Biologi:Studi Empiris Sekolah Binaan MBE-USAID Jawa Tengah. Disertasi Program Studi Biologi, Program Pascasarjana, Universitas Negeri Malang. Promotor, Prof. Dr. H. Yusuf Abdurrajak, M.Pd; Ko-Promotor I, Prof.Dr.Willem Mantja, M.Pd; Ko-Promotor II, Dr. Hedi Sutomo, S.U.

AbstrakUsaha peningkatan mutu pendidikan IPA Sekolah Dasar, termasuk didalamnya Biologi (IPA-

Biologi) melalui berbagai pelatihan guru pada dasarnya adalah usaha penerapan paradigma alternatif pembelajaran, suatu cara pandang baru tentang hakikat pembelajaran. Pembelajaran tidak lagi dimaknai sebagai usaha guru mengajar atau memberi ilmu kepada siswa (teaching paradigm), tetapi lebih merupakan usaha menciptakan proses belajar bagi siswa (learning paradigm). Sekalipun guru sering dilatih, umumnya guru kembali kepada paradigma lama yaitu paradigma mengajar. Masih sedikit informasi bahwa guru menerapkan paradigma belajar bagi peningkatan mutu belajar siswa.

Tujuan penelitian adalah untuk mengkaji hubungan kasualitas (dampak) faktor-faktor yang berpengaruh terhadap implementasi paradigma belajar yaitu latar belakang pendidikan guru, kultur sekolah yang dirasakan guru, persepsi, sikap, motivasi intrinsik, dan kesadaran metakognitif guru. Jenis penelitian adalah penelitian non-eksperimental dan konfirmatoris. Paradigma belajar diterjemahkan sebagai praktik pembelajaran yang mengaktifkan, kreatif, efektif, menyenangkan (PAKEM). Salah satu lembaga donor yang membantu implementasi PAKEM di Jawa Tengah adalah proyek Managing Basic Education (MBE)-USAID periode 2003-2007.

Populasi adalah semua guru (458 orang) yang mengajar di kelas III, IV, V, dan VI di SD/MI binaan MBE-USAID dari kabupaten Pati, Semarang, Kota Magelang, Purworejo, Sukoharjo, Kebumen, Purbalingga dan Banyumas. Sampel penelitian adalah sebagian guru (187 orang) yang mengajar di sekolah-sekolah binaan MBE-USAID di kabupaten Purbalingga, Banyumas dan Pati. Teknik pengambilan sampel dilakukan secara random. Data latar belakang pendidikan dihimpun dengan instrumen angket. Kultur sekolah diukur dengan scaling pengukuran psikologi yang terdiri atas 39 item pernyataan. Persepsi diukur dengan scaling pengukuran psikologi yang terdiri atas 40 item. Sikap diukur dengan scaling pengukuran psikologi yang terdiri atas 39 item. Motivasi intrinsik diukur dengan scaling pengukuran psikologi yang terdiri atas 51 item yang dikembangkan dari Instrinsic Motivation Inventory (IMI). Kesadaran Metakognitif diukur dengan scaling pengukuran psikologi yang terdiri atas 49 item yang dikembangkan dari Metacognitive Awareness Inventory (MAI). Implementasi PAKEM IPA diukur dengan kuesioner yang tersusun atas 20 pertanyaan ketrampilan generik guru, 60 pertanyaan PAKEM IPA-Biologi pada materi mahluk hidup dan proses kehidupan kelas III, IV, V dan VI, dan 13 pernyataan aspek senang dalam PAKEM IPA-Biologi. Validitas instrumen diuji dengan analisis butir (corrected item-total correlation) dari Reliability Analysis program SPSS for Windows 16. Reliabilitas instrumen ditetapkan melalui uji α Alpha Cronbach pada Reliability Analysis program SPSS for Windows 16. Uji validitas dan reliabilitas instrumen menunjukkan bahwa semua instrumen menunjukkan validitas dan reliabilitas tinggi.

Analisis data dilakukan dengan statistik deskriptif dan inferensial. Analisis data deskriptif dilakukan dengan crosstab (tabulasi silang) bantuan program komputer SPSS for windows 16. Analisis statistik inferensial (uji hipotesis) dilakukan dengan analisis model regresi linier berganda dan analisis jalur (path analysis) dengan program aplikasi SPSS for Windows 16.

Hasil penelitian menunjukkan bahwa jumlah guru dengan latar belakang pendidikan yang baik 39,6%, dengan kultur sekolah yang kondusif 39,6%, dengan persepsi positif 34,8%, sikap positif 41,2% dan kesadaran metakognitif kuat 41,7%. Hasil pengujian hipotesis menunjukkann latar belakang pendidikan, kultur sekolah, persepsi, sikap, motivasi intrinsik, dan kesadaran metakognitif secara simultan berdampak langsung signifikan terhadap tingkat implementasi PAKEM IPA-Biologi (F 4,389, p 0,000). Secara parsial,latar belakang pendidikan guru berdampak langsung signifikan pada tingkat penerapan PAKEM IPA-Biologi (Py1 0,149, p 0,039). Secara parsial, analisis model stepwise menunjukkan sikap dan motivasi intrinsik berdampak langsung signifikan terhadap implementasi PAKEM IPA-Biologi. Analisis jalur

422 KUMPULAN ABSTRAK TESIS & DISERTASI 2009/2010

menunjukkan bahwa latar belakang pendidikan berdampak langsung signifikan terhadap tingkat penerapan PAKEM, kultur sekolah berdampak pada kesadaran metakognitif (P62 = 0,458, p = 0,000), kultur sekolah, persepsi dan sikap secara simultan berdampak signifikan terhadap motivasi intrinsik (F =154,139 p = 0,000). Besar sumbangan model regresi linier berganda 12,8 % yang berarti bahwa tingkat penerapan PAKEM IPA-Biologi dapat diprediksi oleh variabel-variabel latar belakang pendidkan, kultur sekolah, persepsi, sikap, motivasi intrinsik dan kesadaran metakognitif, sebesar 12,8%.

Berdasarkan temuan penelitian, disarankan bahwa program pelatihan guru pada mata pelajaran IPA-Biologi perlu berfokus pada penerapan paradigma belajar (PAKEM) dan diintesifkan pengelolaannya untuk mendukung ketercapaian standar proses pembelajaran (PP No 19 Tahun 2005). Keberlanjutan suatu program pelatihan guru (sustainability) perlu mengintegrasikan faktor-faktor disposisi guru dan faktor eksternal lainnya, oleh sebab itu disarankan ketersediaan dukungan, fasilitas, dan kebijakan-kebijakan yang mendukung PAKEM perlu disediakan oleh pengambil kebijakan pendidikan.

Kata kunci: latar belakang pendidikan, kultur sekolah, persepsi, sikap, motivasi intrinsik, kesadaran metakognitif, paradigma belajar, pembelajaran IPA-Biologi.

Impact Of Teachers’ Educational Background, School Culture, Perception, Attitude, Intrinsic Motivation, And Metacognitive Awareness Upon The Implementation Of Learning

Paradigm Of Biology Teaching: Empirical Study On Central Jawa MBE-USAID Target Primary Schools

Andreas Priyono Budi Prasetyo

Priyono Budi Prasetyo, Andreas. 2010. Impact of teachers’ educational background, school culture, perception, attitude, intrinsic motivation, and metacognitive awareness upon the implementation of learning paradigm of biology teaching: empirical study on Central Jawa MBE-USAID target primary schools. Dissertation, Program Study Biology Education, Post Graduate Program, State University of Malang. Promoter, Prof. Dr. H. Yusuf Abdurrajak; Co-Promoters I, Prof.Dr.Willem Mantja, M.Pd.; Co-Promoter II, Dr. Hedi Sutomo, SU.

AbstractIn Indonesia science teacher in-service trainings has been implemented as one of the most

prospective strategies for improving the quality of science teaching and learning. The fundamental mission of this science teacher training, including biology, is the introduction of learning paradigm for science teaching, a new paradigm of teaching for most primary school teachers. Teaching science is no longer seen as merely transferring of facts/knowlege, but as creating more learning opportunities in science for students. Although a significant number of primary school teachers were already well-trained yet, they were more likely to return to their old paradigm of teaching (teaching paradigm). There is little evidence that they implemented what they already learned from in-service trainings for better science teaching.

This research aimed to investigate some probable causal relationships among such major suspicious variables as teachers’educational backgrounds, school culture, perception, attitude, intrinsic motivation, metacognitive awareness and the implementation of learning paradigm of science teaching at targeted primary schools of MBE-USAID projects 2003-2007 in Central Java. Learning paradigm of science teaching has been translated into teachers’ practice of active, creative, effective and joyful learning in science (PAKEM). This research was classified as confirmatory and non-experimental research, focusing on studying the impact of those major variables upon the implementation of primary biology science teaching under the learning paradigm of teaching.

The research was conducted at the target primary schools of Central Java MBE-USAID projects 2003-2007 across Pati, Semarang, Magelang, Purworejo, Kebumen, Sukoharjo, Purbalingga dan Banyumas districts. Population was a number of 458 primary school teachers of grade 3 – 6. Pati, Purbalingga and Banyumas were randomly selected as location of research districts. Approximately 187 teachers and 935 students from Banyumas, Purbalingga and Pati participated in this research as respondents/informers. They were randomly selected from population. Teachers were the informers or respondents of data about educational background, perception, attitude, intrinsic motivation, metacognitive awareness, and PAKEM implementation. Students were the informers for PAKEM biology science implementation.

Questionnaires were administered to collect data of teachers’ educational backgrounds. Teachers’ school culture was measured by 39 psychological scaling items. Perception of PAKEM was measured by 39

Program Studi S3BIO 423

scaling items. Teachers’ attitude was measured by 40 scaling items. Intrinsic motivation items (51) were developed from IMI (Intrinsic Motivation Inventory). Metacognitive awareness was measured by 49 MAI items (Metacognitive Awareness Inventory). The implementation of PAKEM biology science teaching was assessed by 20 generic teaching skills questions, 60 biology science teaching problems, and 13 scaling items of joyfulness of teaching. All research instruments were already empirically validated from try-out with 200 teachers. Statistical validity and reliability of instruments were tested by reliability analysis of SPSS for windows version 16. All instruments were statistically valid and reliable. Data was then elaborated by the crosstab analyses under SPSS version 16. The test of hypotheses was conducted by path analyses and multiple linear regression models, supported by SPSS for Windows version 16.

The research findings showed only 39,6% primary school teachers (total 187) had good educational background, 39,6% teachers experienced a strong conducive school culture, 34,% teachers show strong positive perception and attitude (41,2%), and 41,7% teachers showed their strong metacognitive awareness. The findings also showed that teachers’ educational background, school culture, perception, attitude, intrinsic motivation, and metacognitive awareness all together had significantly an impact on the implementation of PAKEM biology science teaching (F 4,389, p 0,000). Simultaneous contribution of those variables toward PAKEM implementation was 12,8% (R2 0,128). Instead of teachers’ educational background, such other variables as school culture, perception, attitude, metacognitive awareness did not partially have an impact on the implementation of PAKEM (learning paradigm of science teaching). Path Analysis indicated that teachers’ educational background had directly an impact on the implementation of PAKEM (Py1 0,149, p 0,039); school cultures had significantly an impact onteachers’metacognitive awareness (P62 = 0,458, p = 0,000); school culture, teachers’ perception and attitude had simultaneously an impact on intrinsic motivations (F =154,139 p = 0,000). It is suggested that science teacher in-service trainings be focused on learning paradigm of teaching and better managed to strengthen the implementation of teaching-learning standards as recommended by Government Decree 19, 2005. Since the implementation of the learning paradigm can not be strongly predicted by teachers’ dispositional factors (perception, attitude, intrinsic motivation, metacognitive awareness) but also by their external forces, it is recommended that biology science teacher trainings be better managed by the integration of teachers’educational background, school culture, disposition dan external supports.

Keywords: learning paradigm of biology teaching, educational background, school culture, perception, attitude, intrinsic motivation, metacognitive awareness

Pengaruh Jenis Asesmen Biologi dalam Pembelajaran Kooperatif TPS (Think Pair Share) terhadap Kemampuan Kognitif, Bepikir Kritis, Berpikir Kreatif, dan Kesadaran

Metakognitif Siswa SMA di Kota Malang

Yuni Pantiwati

Pantiwati, Yuni. 2010. Pengaruh Jenis Asesmen Biologi dalam Pembelajaran Kooperatif TPS (Think Pair Share) terhadap Kemampuan Kognitif, Bepikir Kritis, Berpikir Kreatif, dan Kesadaran Metakognitif Siswa SMA di Kota Malang, Disertasi, Program Studi Pendidikan Biologi Program Pascasarjana Uiversitas Negeri Malang. Pembimbing: (I) Prof. Dr. A. Duran Corebima, M.Pd, (II) Prof. Dra. Herawati Susilo, M.Sc., Ph.D,. (III) Dr. Siti Zubaidah, M.Pd.

AbstrakAsesmen mata pelajaran Biologi di SMA Kota Malang pada umumnya masih menggunakan paper

and pencil test. Cara penilaian tersebut tidak dapat menilai secara berkesinambungan dan tidak mencakup seluruh aspek pada diri peserta didik, baik aspek kognitif, afektif maupun psikomotor. Paper and pencil test hanya membuat anak pandai menghafal tetapi tidak terampil berpikir, oleh karena itu diperlukan asesmen yang baik dan bermakna. Asesmen autentik adalah salah satu alternatif solusi dalam menilai perkembangan belajar siswa secara lebih komprehensif, objektif, lebih menekankan pada pengembangan asesmen yang lebih akurat, dan dapat mencerminkan serta mengukur apa yang dinilai.

Tujuan penelitian ini adalah 1) mengidentifikasi sistem penilaian yang dilakukan guru dalam proses belajar mengajar untuk mengukur pencapaian kompetensi dasar mata pelajaran Biologi pada siswa di SMA Kota Malang, 2) menemukan perbedaan kemampuan kognitif, berpikir kritis, berpikir kreatif, dan kesadaran metakognitif siswa yang penilaiannya menggunakan asesmen autentik dengan asesmen konvensional pada sekolah dengan kategori tinggi dan kategori rendah dalam pembelajaran kooperatif TPS.

424 KUMPULAN ABSTRAK TESIS & DISERTASI 2009/2010

Penelitian ini terdiri dari dua jenis penelitian, yaitu survai dan eksperimen. Tahap pertama survai di 11 sekolah SMA Kota Malang untuk mendapatkan gambaran sistem penilaian mata pelajaran Biologi yang digunakan oleh guru dan sekolah. Tahap kedua eksperimen dengan rancangan faktorial 2x2 desain eksperimen semu (Quasi Experimental Designs). Sampel penelitian adalah siswa kelas XI.1 dan kelas XI.2 SMAN I Kota Malang, siswa kelas XI SMA Muhammadiyah Kota Malang, dan siswa kelas XI SMA Wahid Hasyim Kota Malang. Teknik análisis data dilakukan secara deskriptif dan análisis statistik ANACOVA, yang dilanjutkan uji lanjut dengan uji beda menggunakan Least Significant Different (LSD).

Hasil penelitian menunjukkan hal-hal berikut 1) Sistem penilaian yang dilakukan guru dalam proses belajar mengajar untuk mengukur pencapaian kompetensi dasar mata pelajaran Biologi pada siswa di SMA Kota Malang pada umumnya masih secara tradisional dengan lebih mengutamakan paper and pencil test, terutama di sekolah dengan kategori tinggi, sedang pada sekolah kategori rendah dan menengah sudah menggunakan sistem penilaian yang bervariasi tetapi asesmen belum digunakan dengan benar; 2) Ada perbedaan kemampuan kognitif antara siswa yang penilaiannya menggunakan asesmen autentik dengan asesmen konvensional dalam pembelajaran kooperatif TPS. Penggunaan asesmen autentik berpengaruh lebih tinggi dan berbeda signifikan terhadap kemampuan kognitif dibanding dengan penggunaan asesmen konvensional. Ada perbedaan kemampuan kognitif antara siswa yang belajar pada sekolah kategori tinggi dengan pada sekolah kategori rendah dalam pembelajaran kooperatif TPS. Pembelajaran pada sekolah kategori tinggi berpengaruh lebih tinggi dan berbeda signifikan terhadap kemampuan kognitif dibanding dengan pembelajaran pada sekolah kategori rendah. Secara interaksi, tidak ada interaksi antara jenis asesmen dengan kategori sekolah dalam pembelajaran kooperatif TPS yang menyebabkan perbedaan kemampuan kognitif; 3) Ada perbedaan kemampuan berpikir kritis antara siswa yang penilaiannya menggunakan asesmen autentik dengan asesmen konvensional dalam pembelajaran kooperatif TPS. Penggunaan asesmen autentik berpengaruh lebih tinggi dan berbeda signifikan terhadap kemampuan berpikir kritis dibanding dengan penggunaan asesmen konvensional. Ada perbedaan kemampuan berpikir kritis antara siswa yang belajar pada sekolah kategori tinggi dengan pada sekolah kategori rendah dalam pembelajaran kooperatif TPS. Pembelajaran pada sekolah kategori tinggi berpengaruh lebih tinggi dan berbeda signifikan terhadap kemampuan berpikir kritis dibanding dengan pembelajaran pada sekolah kategori rendah. Secara interaksi, tidak ada interaksi antara jenis asesmen dengan kategori sekolah dalam pembelajaran kooperatif TPS yang menyebabkan perbedaan kemampuan berpikir kritis; 4) Ada perbedaan kemampuan kreatif antara siswa yang penilaiannya menggunakan asesmen autentik dengan asesmen konvensional dalam pembelajaran kooperatif TPS. Penggunaan asesmen autentik berpengaruh lebih tinggi dan berbeda signifikan terhadap kemampuan berpikir kreatif dibanding dengan penggunaan asesmen konvensional Ada perbedaan kemampuan berpikir kreatif antara siswa yang belajar pada sekolah kategori tinggi dengan pada sekolah kategori rendah dalam pembelajaran kooperatif TPS. Pembelajaran pada sekolah kategori tinggi berpengaruh lebih tinggi dan berbeda signifikan terhadap kemampuan berpikir kreatif dibanding dengan pembelajaran pada sekolah kategori rendah Secara interaksi, ada interaksi yang signifikan antara jenis asesmen dengan kategori sekolah dalam pembelajaran kooperatif TPS yang menyebabkan perbedaan kemampuan berpikir kreatif; 5) Tidak ada perbedaan kesadaran metakognitif antara siswa yang penilaiannya menggunakan asesmen autentik dengan asesmen konvensional dalam pembelajaran kooperatif TPS. Tidak ada perbedaan kesadaran metakognitif antara siswa yang belajar pada sekolah kategori tinggi dengan pada sekolah kategori rendah dalam pembelajaran kooperatif TPS. Secara interaksi, ada interaksi yang signifikan antara jenis asesmen dengan kategori sekolah dalam pembelajaran kooperatif TPS yang menyebabkan perbedaan kesadaran metakognitif; 6) Asesmen autentik sebagai strategi pembelajaran yang efektif dalam meningkatkan hasil belajar, terbukti kelompok dengan kemampuan akademik rendah yang menggunakan asesmen autentik, memiliki kemampuan kognitif, berpikir kritis, dan berpikir kreatif sama dengan kelompok yang kemampuan akademiknya tinggi yang menggunakan asesmen konvensional; 7) guru harus merubah sistem penilaian dari konvensional dengan dominasi paper and pencil test menuju paradigma baru dengan menggunakan asesmen autentik dalam strategi pembelajaran di sekolah.

Kata kunci: Asesmen Autentik, Pembelajaran Kooperatif TPS (Think Pair Share), Kemampuan Kognitif, Bepikir Kritis, Berpikir Kreatif, Kesadaran Metakognitif.

Program Studi S3BIO 425

The Effect of Authentic Assessment during Biology TPS (Think Pair Share) Cooperative Leaning Class at Malang Senior Highshools’s Cognitive Ability, Critical Thinking, Creative

Thinking, and Metacognitive Awareness

Yuni Pantiwati

Pantiwati, Yuni. 2010. The Effect of Authentic Assessment during Biology TPS (Think Pair Share) Cooperative Leaning Class at Malang Senior Highshools’s Cognitive Ability, Critical Thinking, Creative Thinking, and Metacognitive Awareness, Dissertation, Biological Education Program, Post Graduate Program, University of Malang. Advisors: (I) Prof. Dr. A. Duran Corebima, M.Pd. (II) Prof. Dra. Herawati Susilo, M.Sc. Ph..D, (III) Dr. Siti Zubaidah, M.Pd.

AbstractSenior High School Biology students Asessment in Malang was generally conducted by paper and

pencil test , the most popular student assessment that does not assess simultaneously the whole aspects of learners’ involved namely students’ cognitive, affective, and psychomotoric domain. Paper and pencil test only encourage students to memorise, however it does not enable students to think critically. On the other hand, other assessment which can provide effective, efficient and productive learning is then always needed.

The purposes of this research is to (1) identify evaluation/assessment methods conducted by teachers in Malang, to measure students’ Basic Competence in Biology for Senior High Schools; (2) justify the differences of students’ cognitive ability, measured by authentic and conventional assessment from schools categorized in high and low level during TPS Cooperative leaning class; (3) justify the differences between students’ critical thinking measured by authentic and conventional assessment from schools categorized in high and low level during TPS Cooperative learning class; (4) ) justify the differences between students’ creative thinking measured by authentic assessment and conventional assessment from the schools categorized in high level and low level during TPS Cooperative leaning class, (5) justify the differences between students’ metacognitive awareness measured by authentic and conventional assessment from the schools categorized in high level and low level during TPS Cooperative leaning class

This research was conducted into two research steps, anmely survey and experiments research. During first step of this research, the survey was conducted in 11 schools in Malang to collect data about the evaluation system in Biology used by the teachers and or schools. The second step was the experiment using factorial planning 2x2 Queasy Experiment Designs. The subjects of this research were Senior High school students grade Xl.l and grade XI.2 from Malang State Senior High Schools, Malang Muhammadiyah Senior High School grade XI, and from Wahid Hasyim Senior High Schhol grade XI. Technique of data analysis were Descriptive and ANACOVA analysis, followed by different analysis by LSD (Least Significant Different).

Based on data analysis and discussion, it was found that (1) student evaluation/asssessment system applied by the teacher in the teaching learning process to measure the basic competence biology subject of High School students in Malang belongs to traditional evaluation approach focussing on paper and pencil test, especially in the schools categorized high level. But in moderate and low level schools, the evaluation was already good and various but not applied appropriately; (2) there were the differences in students’ cognitive ability measured by authentic assessment and conventional assessment during TPS Cooperative leaning class. There were difference in students’ cognitive ability,studying in the schools categorized in high level and low level during TPS Cooperative leaning class. There was no correlation between type of assessment and the criteria of school in TPS Cooperative leaning class that bring about the students’ cognitive ability; (3) there were differences between students’ critical thinking measured by authentic and conventional assessment in TPS Cooperative leaning class. There was differences students’ critical thinking between students studying in the schools categorized high level and low level during TPS Cooperative leaning class. There was no correlation between type of assessment and the criteria of school during TPS Cooperative leaning class that affect the students’ critical thinking; (4) there were differences between students’ creative thinking measured by authentic and conventional assessment during TPS Cooperative leaning class. There was difference students’ creative thinking between students studying in the schools categorized high level and low level during TPS Cooperative leaning class. There was correlation between types of assessment and the criteria of school in TPS Cooperative leaning class that bring about the students’ creative thinking difference; (5) there were no differences between students’ metacognitive awareness measured by authentic and conventional assessment during TPS Cooperative leaning class. There was no correlation between students’ metacognitive awareness of students studying in the schools categorized high level and low level during TPS Cooperative leaning class. There was correlation between types of assessment

426 KUMPULAN ABSTRAK TESIS & DISERTASI 2009/2010

and the criteria of school during TPS Cooperative leaning class that bring about the students’ metacognitive awareness difference; (6) authentic assessment can be used as the effective teaching strategy for increasing the result of study. It was proved that the group using authentic assessment although their academic ability was low showed their improvement in cognitive, critical, and creative thinking. It was similar to the group with high academic ability assessed by conventional evaluation; (7) teachers need to change from conventional focussing on paper and pencil test to new paradigm using authentic assessment in teaching leaning class process in the schools.

Pengembangan Perangkat Pembelajaran Tematik Pokok Bahasan Pemanasan Global Dan Pengaruhnya Terhadap Kesadaran Diri (Self Awareness) Siswa Sekolah Dasar Di Kecamatan Karangploso Kabupaten Malang.

Keywords: Authentic Assessment, TPS (Think Pair Share) Cooperative Learning, Cognitive Ability, Critical Thinking, Creative Thinking, and Metacognitive Awareness.

Pengembangan Perangkat Pembelajaran Tematik Pokok Bahasan Pemanasan Global Dan Pengaruhnya Terhadap Kesadaran Diri (Self Awareness) Siswa Sekolah Dasar di

Kecamatan Karangploso Kabupaten Malang

Amram Rede

AbstrakPembelajaran tematik merupakan penerapan pendidikan holistik yang melihat sesuatu masalah dari

berbagai sudut pandang keilmuan (multidisipliner). Pemanasan global (global warming) merupakan permasalahan yang kompleks dan penanganannya diharapkan secara holistik. Pembelajaran tematik dipandang sebagai pilihan tepat membelajarkan pemanasan global kepada siswa Sekolah Dasar. Penerapan keilmuan multidisipliner dalam penelitian ini diarahkan pada 7 mata pelajaran meliputi Matematika, IPA, Bahasa Indonesia, IPS, Penjas-Kes, Seni Budaya dan Keterampilan, serta Bahasa Ingris. Tujuan penelitian adalah mengembangkan perangkat pembelajaran tematik pokok bahasan pemanasan global. Penelitian dibagi dalam 2 tahap, yaitu tahap penelitian pengembangan dan tahap penelitian eksperimen. Penelitian pengembangan meliputi, pengembangan tema dan pengembangan perangkat pembelajaran. Pengembangan tema bertujuan mengembangkan tema sentral pemanasan global menjadi beberapa subtema: tuntutan ekonomi, hutan, kondisi-kondisi lingkungan, emisi gas buangan, udara sehat, kerajinan dari sampah organik, dan kebakaran hutan. Tahapan ini mengadopsi model pengembangan Tarmizi (2008). Selanjutnya subtema yang bersesuai berpasangan dengan mata pelajaran. Setiap mata pelajaran dikembangkan mengacu model pengembangan Kemp (1994) yang telah diadaptasi.

Penelitian eksperimen bertujuan mengetahui pengaruh pembelajaran tematik terhadap kesadaran diri (Self Awareness) siswa Sekolah Dasar dalam menyikapi persoalan pemanasan global (Global Warming). Data dikumpulkan menggunakan rubrik berupa asesmen performa. Uji hipotesis menggunakan Anava dengan bantuan program SPSS 16. Sebanyak 118 siswa kelas 5 yang berasal dari 4 SDN terjaring sebagai subjek penelitian. Ke 4 SDN terpilih berasal dari 23 SDN di Kecamatan Karangploso Kabupaten Malang yang menjadi sampel. Sampel pertimbangan (purposive sampling) digunakan dengan alasan ke 4 SDN terpilih berdekatan dengan stasiun Badan Metereologi Klimatologi dan Geofisika (BMKG) sebagai sumber belajar pemanasan global. Hasil penelitian menunjukkan, pengimplementasian perangkat pembelajaran tematik berpengaruh sangat nyata terhadap kesadaran diri dengan nilai probability of error () 0,00 lebih kecil dari standard error () 0,05 yang ditetapkan. Bahkan lebih kecil dari () 0,01. Hasil anava hipotesis juga menunjukkan nilai LSD sebesar 72,82. Pengimplementasian perangkat pembelajaran tematik berpotensi meningkatkan kesadaran diri dalam menyikapi permasalahan Global Warming.

Kata kunci: pembelajaran tematik, kesadaran diri, self awareness, dan pemanasan global.

Program Studi S3BIO 427

Development of Thematic Learning for Global Warming Materials to Improve Self Awareness on Elementary School in Kecamatan Karangploso Kabupaten Malang

Amram Rede

AbstractThematic learning is application of holistic education to see some things from different perspectives of

the problem. Global warming is a complex problem and the handling expected in holistic conduct. Thematic learning is seen as the right choice to teach global warming for the elementary school students. Application of various viewpoints on this research is intended for seven subjects. Subjects are math, science, Indonesian language, social studies, Health and Sport, Culture and Skills, include English. This research aims to develop thematic learning instrument for the global warming subject. The study was divided into two stages of research instrument develop and research stage of the experiment. The study of instrument develop is covered by theme development and learning tools development. Development of theme purpose to expand of central theme of global warming into several topics, among others, economic demands, forest, environmental conditions, exhaust gas emissions, healthy air, crafts from organic waste, and forest fires.

This stage development model adopted by Tarmizi (2008). Further each topics that match paired with the subjects. Each subjects are developed to model development of Kemp (1994), which has been adapted. Experiment aims to investigate the influence of thematic learning for self awareness. The data was collected by using rubric assesment to assess its performance to take score data of self awareness. Test of hypothesis using Anava with SPSS program. A number of 118 fifth grade students from four elementary schools netted as research subjects. Four elementary schools selected come from 23 elementary schools in the district of Malang Regency Karangploso become sample. Purposive sampling was used to close four elementary schools selected as learning resources of stations BMKG to learn global warming. The results showed, implementing thematic learning device has a very significant effect on the value of self-awareness with probability of error () 0.00 smaller than the standard error () 0.05. Even smaller than the () 0.01. Anova results of the hypothesis also indicates the LSD value is 72.82. Implementation of thematic learning instrument has potential increase self-awareness to aware the problems of Global Warming.

Keywords: thematic learning, self-awareness, and global warming.

Distribusi dan Kelimpahan Invertebrata Penggerek Laut pada Jenis Kayu Pembuatan Kapal di Perairan Pulau Ambon dan Penerapannya dalam Pendidikan Masyarakat di Kecamatan

Leihitu

Hasan Tuaputty

Hasan Tuaputty, 2010. Distribusi dan Kelimpahan Invertebrata Penggerek Laut pada Jenis Kayu Pembuatan Kapal di Perairan Pulau Ambon dan Penerapannya dalam Pendidikan Masyarakat di Kecamatan Leihitu. Disertasi Program Studi Pendidikan Biologi. Program Pascasarjana Universitas Negeri Malang. Pembimbing Prof. Dr. A. D. Corebima, M.Pd, Prof. Dr. Shalihuddin Djalal Tanjung, M.Sc. Dr. agr Muhamad Amin, M.Si.

AbstrakBahan kayu yang digunakan sebagai alat transportasi dan alat melaut oleh masyarakat di daerah

Maluku Tengah terdiri atas berbagai jenis kayu, tetapi umumnya adalah kayu titi, (Gmelina moluccana Backer), kayu damar (Agathis alba Foxw), kayu besi (Inesia amboinensis Thouaes), kayu bintangur (Calophyllum inophyllum Liin). Dalam menetapkan standar keawetan kayu yang tepat untuk masyarakat pesisir dan nelayan, maka dilakukan eksperimen terhadap sifat keawetan kayu dan survey terhadap penguasaan pengetahuan nelayan tentang kualitas kayu untuk membuat perahu atau kapal.

Penelitian ini dilakukan sesuai permasalahan yaitu (1) Jenis-jenis ganggang dan invertebrata penggerek laut apa saja yang melekat pada jenis kayu pembuatan kapal, kedalaman perendaman, jarak perendaman dari tepi pantai? (2) Bagaimana pengaruh jenis kayu pembuatan kapal, kedalaman perendaman, jarak perendaman dari tepi pantai terhadap sementasi ganggang? (3) Bagaimana pengaruh jenis kayu pembuatan kapal, kedalaman perendaman, jarak perendaman dari tepi pantai terhadap kelimpahan invertebrata penggerek laut? (4) Apakah ada korelasi antara sementasi ganggang dengan kelimpahan

428 KUMPULAN ABSTRAK TESIS & DISERTASI 2009/2010

penggerek laut terhadap kerusakan jenis kayu pada kedalaman perendaman 1 m dan 2 m dalam jarak 30 m dan 50 m dari tepi pantai? (5) Apakah ada perbedaan pengetahuan sebelum (pre tes) dan sesudah penyuluhan (post tes) tentang kualitas kayu dan invertebrata penggerek laut pada kelompok nelayan? (6) Apakah ada perbedaan penguasaan pengetahuan tentang kualitas kayu dan invertebrata penggerek laut pada kelompok nelayan yang memiliki tingkat pendidikan berbeda?

Hasil identifikasi jenis ganggang dan invertebrata yang menempel pada jenis kayu perlakuan yaitu (1) ganggang terdari dari Clorophyceae, sebanyak 7 jenis, Rhodophyceae 3 jenis dan Phaeophycea 4 jenis (2) invertebrata penggerek laut yang menempel pada jenis kayu perlakuan adalah Lepas sp, Balanus balanus, Chatamalus proteus, Cellana tramoserica, Styela plicata, Crassostrea ieginica. Hasil analisis anava ganda dijelaskan sebagai berikut (1) Jenis kaya berpengaruh sangat signifikan terhadap sementasi ganggang dan kelimpahan invertebrata penggerek laut (2) Kedalaman perendaman berpengaruh sangat signifikan terhadap sementasi ganggang dan kelimpahan invertebrata (3) Jarak perendaman berpengaruh sangat signifikan terhadap sementasi ganggang dan kelimpahan invertebrata (4) terdapat hubungan yang signifikan antara sementasi ganggang dan kelimpahan invertebrata terhadap kerusakan kayu perlakuan (5) terdapat perbedaan antara pengetahuan awal dan pengetahuan setelah mengikuti penyuluhan (5) ada perbedaan penguasaan pengetahuan masyarakat nelayan berdasarkan tingkat pendidikan. u perlakuan.

Berdasarkan sementasi ganggang dan distribusi serta kelimpahan invertebrata penggerek laut yang menempel pada kayu perlakuan sesuai hasil analisis memberikan gambaran bahwa kayu bintanggur memiliki sifat awet diikuti , tetapi kayu titi dan kayu damar kurang memiliki sifat awet, hal ini disebabkan tekstur kayu bintangur dan kayu besi berdasarkan kesan raba tekstur seratnya halus dan licin dibandingkan dengan kayu titi dan kayu damar. Analisi korelasi menunjukkan hubungan sementasi ganggang dan kelimpahan penggerek laut terhadap kerusakan kayu. Kayu bintangur memiliki daya tahan di lingkungan air laut dibandingkan dengan kayu besi, kayu titi dan kayu damar.

Berdasarkan hasil survey terhadap masyarakat nelayan melalui tes yang dan dilakukann analisis menunjukkan ada perbedaan signifikan antara prates dan pascates. Pengetahuan awal kelompok nelayan yang berpendidikan SMA lebih tinggi 1,416 kali dibandingkan nelayan yang berpendidikan dasar dan penguasaan pengetahuan dari nelayan yaang berpendidikan SMA 1,082 kali lebih tinggi dari para nelayan berpendidikan dasar. Masih banyak yang berpendidikan dasar, sehingga perlu dilakuan pemberdayaan melalui pendidikan masyarakat secara non formal dan formal. Pemerintah daerah perlu memberikan kesempatan bagi anak-anak nelayan memperoleh pendidikan formal pada jenjang yang lebih tinggi bagi masa depan mereka, karena semakin tinggi pendidikan formal semakin baik tingkat penguasaan pengetahuan dalam menghadapi kehidupan di masa yang akan datang.

Kata kunci: jenis kayu, sementasi ganggang, kelimpahan penggerek laut, pengetahuan nelayan, tingkat pendidikan.

Distribution and the abundance of sea gimlet intervebrata at kinds of wood for ship production in Ambon island waters and its implementation in society education in Leihitu

subsdistrict

Hasan Tuaputty

Hasan Tuaputty, 2010. Distribution and the abundance of sea gimlet intervebrata at kinds of wood for ship production in Ambon island waters and its implementation in society education in Leihitu subsdistrict. Unpublished dissertation, Biology education study program. Pascasarjana Program of State University of Malang. Advisors; Prof.Dr. A. Duran Corebima, M.Pd, Prof. Dr. Shalihuddin Djalal Tanjung, M.Sc., Dr.agr Muhammad Amin, M.Si.

AbstractThe wood substances that could be used as transportation tool in Central Mollucas consist of various

kinds of wood, they in general, however, are titi wood, (Gmelina molluccana Backer), resin wood (Agathis alba Foxw), iron wood (Inesia amboinensis Thouaes), and bintangur wood ( Calophyllum inophyllum Liin). In stating the standardized and appropriated qualities of wood preservation for the fishermen and the society along the seashore so, the experiment and survey are conducted through the basic knowledge and education level mastery of fishermen about wood quality and sea gimlet.

This research has been done and based on the problems as follows; (1) what are the seaweed kinds and sea gimlet intervebrata that stick on the kinds of wood for building the ship as sea production, the depth

Program Studi S3BIO 429

of submersion, and the distance of submersion depth from sea shore? (2) How is the kind of wood influence to the ship production, the submersion depth, the distance of submersion depth from the seashore through the depth of seaweed segmentation? (3) How is the kind of wood influence of the ship production, the submersion, the distance of submersion depth from the seashore through the abundance of sea gimlet invertebrata? (4) Is there any correlation between the seaweed segmentation and the abundance of sea gimlet intervebrata through detriment kinds of wood in submersion depth of 1 m and 2 m in the space of 30 and 50 m from the sea shore? (5) Is there any difference between the base knowledge used (pre test) and the new provable knowlege after the treatment (post test) about the quality of wood, and the sea gimlet invertebrata among the group of fishermen? (6) Is there any difference of the knowledge mastey upon the quality of wood and sea gimlet invertebrata witin the difference of education level of fishermen?

The identification result of the seaweed kind and sea gimlet invertebrata that stick on the kinds of wood treatment are as follows: (1) the seaweed consist of Clorophyceae which has 7 kinds, Rodophyceae has three kinds, and Paeophyceae has four kinds, (2) the sea gimlet invertebrata consist of Lepas sp, Balanus balanus, Chatamalus proteus, Cellana tramoseric a, Styela plicata, Crassostrea ieginica. The result found from double anava analysis could be explained as follows. (1) the kinds of wood have very significance inluence to the seaweed segmentation and the abundance of sea gimlet invertebrata. (2) The depth of submersion has the very significance inluence to the seaweed segmentation and the invertebrata abundance. (3) The distance of submersion is very significantly influenced to the seaweed segmentation and the abundance of invertebrata. (4) There is significantly relationship between seaweed segmentation and invertebrata abundance upon the demage of treatment wood. (5) There is the difference between the formerly (pre) knowledge and the post knowledge owned by the fishermen and their societies after getting counseling. (6) There is the difference between the fishermen communities’ scientific mastery and the treatment of educational degree.

Based on the seaweed segmentation and distribution, as well as the abundance of sea gimlet invertebrata that stick on the treatment wood, and suitable to the analysis which give the illustration that bintangur wood has strong feature, the titi wood and damar wood, howe ver, have less strong feature. It is caused by the texture of bintangur wood and iron wood that is based on the touching impression texture are soft and smooth compared to the titi and damar woods. The corelation analysis shows the seaweed segmentation and the abundance of sea gimlet invertebrata upon wood damage. The bintangur has the resistance power in the water surounds if it is compared to the iron wood, titi wood, as well as damar wood.

Based on the survey result to the fishermen societies through the test and analysis, lt indicates that there is the significantly difference between the pre test and post test. The early knowledge of fishermen communities who have the secondary level and stated as the educated persons is higher 1,416 times, compared to the fishermen who have the elementary level and stated as educated persons, and the scientific mastery of the fishermen who are stated as secondary educated persons are 1,082 times higher than the fishermen who only have the basic education level. There are so many fishermen who still have basic education that needed to be up grade through formal or nonformal of public education.

Regional Government should give the opportunity to fishermen and the sea shore communities’ children for attending formal education at the higher level now and later. By the way, they can master either the basic knowledge or the high grade of education so that they will have also good mastery of formal sciences and enable them to enjoy good life nowadays and the future.

Keywords: kinds of wood, seaweed segmentation, the abundance sea gimlet, fisherman’ knowledge, education level.

430 KUMPULAN ABSTRAK TESIS & DISERTASI 2009/2010

Pengaruh Strategi PBL dan Kooperatif GI terhadap Metakognisi dan Penguasaan Konsep Kimia Dasar Mahasiswa Jurusan Biologi FMIPA Universitas Negeri Makassar

Muhammad Danial

Danial, Muhammad. 2010. Pengaruh Strategi PBL dan Kooperatif GI terhadap Metakognisi dan Penguasaan Konsep Kimia Dasar Mahasiswa Jurusan Biologi FMIPA Universitas Negeri Makassar. Disertasi, Program Studi Pendidikan Biologi Program Pascasarjana Universitas Negeri Malang. Pembimbing: (I) Prof. Dr. A. Duran Corebima, M.Pd., (II) Prof. Drs. Sutiman Bambang Sumitro, S.U., D.Sc., dan (III) Dr. Hedi Sutomo, S.U.

AbstrakPembelajaran kimia di berbagai jenjang pendidikan termasuk perguruan tinggi, masih ditekankan

pada aspek kemampuan kognitif. Penekanan pada aspek pemberdayaan berpikir selama pembelajaran belum digugah. Strategi pembelajaran yang diterapkan masih bersifat teacher-centered, belum students-centered. Peserta didik tidak dilatih untuk memberdayakan kemampuan berpikir mereka khususnya kemampuan metakognisi dan tidak dilatih untuk aktif membangun pengetahuannya sendiri. Akibatnya, peserta didik cepat jenuh menerima materi pelajaran, peserta didik mengalami kesulitan dalam mengintegrasikan dan mengaplikasikan fakta kimia maupun biologi pada persoalan sehari-hari, dan akhirnya berdampak pada rendahnya penguasaan konsep atau materi pelajaran. Padahal, banyak cara atau teknik pembelajaran yang dapat diterapkan untuk memberdayakan kemampuan metakognisi dan melibatkan peserta didik secara aktif untuk membangun pengetahuannya sendiri. Misalnya penerapan strategi pembelajaran konstruktivistik PBL dan kooperatif GI.

Penelitian ini bertujuan untuk: (1) menjelaskan pengaruh strategi pembelajaran terhadap kesadaran metakognisi, (2) menjelaskan pengaruh strategi pembelajaran terhadap keterampilan metakognisi, (3) menjelaskan pengaruh strategi pembelajaran terhadap penguasaan konsep kimia dasar, (4) menjelaskan korelasi kesadaran metakognisi dengan penguasaan konsep kimia dasar, dan (5) menjelaskan korelasi keterampilan metakognisi dengan penguasaan konsep kimia dasar.

Penelitian ini adalah kuasi eksprimen dengan rancangan “Pretest-Postest Nonequivalent Control Group Design” yang terdiri atas 1 variabel bebas dan 3 variabel terikat. Variabel bebas adalah strategi pembelajaran meliputi 4 jenis yakni strategi PBL, GI, integrasi PBL-GI, dan konvensional; variabel terikat yaitu kesadaran metakognisi, keterampilan metakognisi, dan penguasaan konsep kimia dasar. Penelitian ini dilakukan selama satu semester dan menjadikan mahasiswa jurusan Biologi FMIPA UNM semester ganjil tahun akademik 2009/2010 yang berjumlah 93 orang sebagai subjek penelitian. Subjek penelitian ini dibagi ke dalam 4 kelas perlakuan yakni kelas PBL, GI, integrasi PBL-GI, dan kelas konvensional.

Pengumpulan data penelitian dilakukan dengan menggunakan angket MAI untuk mengukur kesadaran metakognisi, tes uraian kimia dasar untuk mengukur keterampilan metakognisi (menggunakan rubrik MAD) dan penguasaan konsep kimia dasar, dan angket respon untuk mengetahui tanggapan mahasiswa terhadap strategi pembelajaran yang diterapkan. Data dianalisis secara deskriptif dan inferensial (statistik ANAKOVA, korelasi Product Momen Pearson, dan regresi ganda; α = 0,05,) dengan bantuan program Statistical Program for Social Sciences (SPSS) 15.0 for windows.

Hasil penelitian ini menunjukkan bahwa: (1) tidak ada perbedaan signifikan kesadaran metakognisi mahasiswa yang dibelajarkan dengan menggunakan strategi PBL, GI, integrasi PBL-GI, dan konvensional , (2) ada perbedaan sangat signifikan keterampilan metakognisi mahasiswa yang dibelajarkan dengan menggunakan strategi PBL, GI, integrasi PBL-GI, dan konvensional. Berdasarkan rata-rata skor total dari ke 4 kelas (N=93), keterampilan metakognisi mahasiswa dari pretest ke posttest mengalami peningkatan sebesar 34,32%. Peningkatan keterampilan metakognisi tertinggi terjadi pada mahasiswa yang dibelajarkan dengan strategi PBL dengan rata-rata 39,75% dan terendah terjadi pada mahasiswa yang dibelajarkan dengan strategi konvensional dengan rata-rata 30,30%, (3) ada perbedaan signifikan penguasaan konsep kimia dasar mahasiswa yang dibelajarkan dengan menggunakan strategi PBL, GI, integrasi PBL-GI, dan konvensional. Berdasarkan rata-rata skor total dari ke empat kelas (N=93), penguasaan konsep kimia dasar mahasiswa dari pretest ke posttest mengalami peningkatan sebesar 34,86%. Peningkatan tertinggi terjadi pada mahasiswa yang dibelajarkan dengan strategi PBL-GI dengan rata-rata 38,33% dan terendah terjadi pada mahasiswa yang dibelajarkan dengan strategi konvensional dengan rata-rata 32,08%, (4), tidak ada korelasi signifikan kesadaran metakognisi dengan penguasaan konsep kimia dasar mahasiswa yang dibelajarkan dengan menggunakan strategi PBL, GI, integrasi PBL-GI, dan konvensional (r = 0,09; p = 0,36; N=93), dan (5) ada korelasi positif dan signifikan keterampilan metakognisi dengan penguasaan konsep kimia dasar mahasiswa yang dibelajarkan dengan menggunakan strategi PBL, GI, integrasi PBL-GI, dan konvensional (r = 0,92; p =

Program Studi S3BIO 431

0,00; N=93). Berdasarkan strategi pembelajaran yang telah diterapkan, korelasi keterampilan metakognisi mahasiswa dengan penguasaan konsep kimia tertinggi terjadi pada strategi PBL dengan nilai r = 0,96 dan terendah terjadi pada strategi PBL-GI dengan nilai r = 0,73. Selanjutnya, berdasarkan analisis regresi ganda diperoleh bahwa kesadaran dan keterampilan metakognisi secara simultan berpengaruh signifikan terhadap penguasaan konsep, dalam hal ini keterampilan metakognisi lebih dominan pengaruhnya dibanding dengan kesadaran metakognisi, (6) mahasiswa memberi respon positif terhadap strategi pembelajaran yang diterapkan dalam penelitian ini. Respon berupa ketertarikan dan keterpacuan belajar atas penerapan strategi pembelajaran dari tertinggi ke terendah secara berurutan adalah strategi PBL dan GI masing-masing 100%, integrasi PBL-GI 95%, dan strategi konvensional 75%.

Kesimpulan penelitian ini adalah: (1) strategi pembelajaran tidak berpengaruh signifikan terhadap kesadaran metakognisi, (2) strategi pembelajaran berpengaruh sangat signifikan terhadap keterampilan metakognisi, (3) strategi pembelajaran berpengaruh signifikan terhadap penguasaan konsep kimia dasar, (4) kesadaran metakognisi tidak berkorelasi signifikan dengan penguasaan konsep kimia dasar, dan (5) keterampilan metakognisi berkorelasi signifikan dengan penguasaan konsep kimia dasar.

Berdasarkan hasil, temuan dan kesimpulan penelitian ini, disarankan kepada tim pengampu matakuliah kimia dasar FMIPA UNM Makassar dan perguruan tinggi lainnya untuk menerapkan strategi PBL, GI, dan integrasi PBL-GI dalam membelajarkan mahasiswa karena strategi pembelajaran tersebut terbukti mampu meningkatkan keterampilan metakognisi mahasiswa dan penguasaan konsep kimia dasar.

Kata kunci: strategi pembelajaran, metakognisi, kimia dasar.

The Effect of PBL Strategy and Cooperative GI to Metacognitive and the Mastery of the Basic Concept of Chemistry of Students of Biology Students of Mathematics and Science

Faculty of the State University of Makassar

Muhammad Danial

Danial, Muhammad. 2010. The Effect of PBL Strategy and Cooperative GI to Metacognitive and the Mastery of the Basic Concept of Chemistry of Students of Biology Students of Mathematics and Science Faculty of the State University of Makassar. Dissertation, Study Program of Biology Education of Graduate Program of State University of Malang. Advisors: (1) Prof. Dr. A. Duran Corebima, M.Pd., (II) Prof. Drs. Sutiman Bambang Sumitro, S.U., D.Sc., and (III) Dr. Hedi Sutomo, S.U.

AbstractThe teaching of chemistry at the educational levels including at the university level is still

emphasized on the aspect of cognitive ability. The emphasis on the aspect of empowering the cognitive is not touched yet. The teaching strategy applied is teacher-centered not student-centered, Students are not trained to empower their cognitive ability especially their metacognitive ability and are not trained to develop their knowledge actively. As a result, students are bored to learn, and find it difficult to integrate and apply the facts of chemistry and biology in their daily life, and finally it results in the low mastery of concepts and the content. As a matter of fact, there are some techniques of teaching that can be applied to empower their metacognitive ability by involving the students actively develop their own knowledge, for example, applying constructivist strategy such PBL strategy and GI cooperative.

This study aims at finding out: (1) the effect of teaching strategy to the metacognitive awareness, (2) the effect of teaching strategy to the metacognitive skills, (3) the effect of teaching strategy to the mastery of concept and basic chemistry, (4) if there is any correlation between metacognitive awareness and the mastery of concept and basic chemistry, (5) if there is any correlation between metacognitive skills and the mastery of concept and basic chemistry.

The type of this study is quasi-experiment with the design, “Pretest-Posttest Nonequivalent Control Group consisting of one independent variable and three dependent variables. Independent variables are teaching strategy with four levels; PBL strategy, GI, PBL-GI integration, and conventional. Dependent variables are metacognitive awareness, metacognitive skills, and the mastery of concept and basic chemistry. This study was carried out for one semester and the subjects were the students of Biology of FMIPA UNM of odd semester of academic year 2009/2010 with the number of 93 students. The subject were divided into four treatment classes: The class of PBL, GI, PBL-GI integration, and conventional.

Data were collected by using MAI questionnaire to measure the metacognitive awareness, test of basic chemistry to measure metacognitive skills using MAD rubric and the mastery of the concept of basic

432 KUMPULAN ABSTRAK TESIS & DISERTASI 2009/2010

chemistry, and questionnaire to find out the students’ responses about the teaching strategy applied. Data were analyzed descriptively and inferential statistics (ANACOVA, Pearson Product Moment, and multiple regression; α = 0.05,) using SPPS 15.0 for windows.

This study indicates that: (1) there is no significant difference between the metacognitive awareness of the students and the four teaching strategies applied, (2) there is significant difference between metacognitive skills of students and the four teaching strategies applied, Based on the average score of the four classes (N = 93), the metacognitive skills of students increased from pretest to posttest as big as 34.32%. The highest increased was obtained by the class with PBL strategy as big as the average 39.75% and the lowest obtained by the class of conventional with the average 30.30% , (3) there is significant difference between the mastery of basic mastery concept taught and the four strategies applied. Based on the average score obtained by the four classes, the mastery of basic chemistry concept increased as many as 34.86%. The highest obtained by the class of PBL-GI integration with the average 38.33%, and the lowest obtained by the class of conventional with the average 32.08%, (4) there is no significant correlation between metacognitive awareness and the mastery of basic chemistry concept taught using the four strategies (r = 0.09, 0.36, N = 93), and (5) There is a significant correlation between metacognitive skills and the mastery of basic chemistry of students using the four strategies (r = 0.92, 0.00, N = 93). Based on the teaching strategy applied, the correlation between metacognitive skills and the mastery of basic chemistry concept, the highest obtained by the class of PBL strategy with the score r = 0.73, (6) the students gave positive response to the teaching strategy applied in this study. They were interested in and highly motivated to learn with the strategies applied from the highest to the lowest: PBL and GI 100% respectively, PBL-GI integration 95%, and conventional 75%.

The findings can be concluded that (1) there is no effect of teaching strategy to the metacognitive awareness, (2) there is an effect of teaching strategy to the metacognitive skills, (3) there is an effect of teaching strategy to the mastery of basic chemistry concept, (4) there is no correlation between metacognitive awareness and the mastery of basic chemistry concept, and (5) there is correlation between metacognitive skills and the mastery of basic chemistry concept.

Based on the results and the conclusion of this study, it is recommended to the lecturers of basic chemistry course of FMIPA UNM and others university to apply PBL, GI, and PBL-GI integration as the evidence shows that the teaching strategies can increase the metacognitive skills of students and their mastery of basic chemistry concept.

Key words: teaching strategy, metacognitive, basic chemistry