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PENGARUH PENGGUNAAN METODE DISKUSI TERHADAP KEMAMPUAN BERPIKIR RASIONAL SISWA DALAM PEMBELAJARAN IPS DI SMP NEGERI 1 CIPEUCANG KABUPATEN PANDEGLANG
No full textPenelitianinidilarbelakangiolehbanyaksiswa yang tidakterbiasaberpikirsecararasionalketikaberhadapandengansesuatupersoalan, danmetodediskusimendorongsiswauntukberdialogdanbertukarpendapat, dengantujuan agar siswadapatterdoronguntukberpartisipasisecara optimal, sehinggaterciptakerterampilanberpikirrasional yang baik.Secara khusus penelitian ini ditujukan untuk : (1) Mengetahui ada atau tidaknya perbedaan kemampuan berpikir rasional siswa yang dimiliki siswa kelas eksperimen dengan kelas kontrol pada pengukuran awal (pre-test); (2) Mengetahui ada atau tidaknya perbedaan kemampuan berpikir rasional siswa kelas eksperimen dengan kelas kontrol pada pengukuran akhir (post-test); (3) Mengetahui ada atau tidaknya perbedaan kemampuan berpikir rasional siswa antara hasil pre-test dengan post-test pada kelompok eksperimen yang menggunakan metode diskusi; dan (4) Mengetahui ada atau tidaknya perbedaan yang signifikan antara hasil pre-test dengan post-test pada kelompok kontrol yang tidak menggunakan metode. Penelitian ini menggunakan pendekatan kuantitatif, metode yang digunakan dalam penelitian ini adalah quasi eksperimen atau eksperimen semu Adapun desain eksperimen yang akan digunakan adalah Nonequivalent Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas 8 tahun ajaran 2013/2014 berjumlah 280 orang yang tercakup dalam 8 kelas paralel yaitu kelas 8 A sampai dengan kelas 8 H. Sampel dalam penelitian adalah kelas 8 F sebagai kelas eksperimen dan kelas 8 G sebagai kelas kontrol dengan jumlah masing-masing kelas sebanyak 34 siswa.Hasil uji hipotesis I menunjukkan bahwa nilai Sig. (2-tailed) pada Asymp. Sig. (2-tailed) sebesar 0,632 lebih besar dari α (0,025), artinya “tidak terdapat perbedaan yang signifikan kemampuan berpikir rasional siswa antara kelas eksperimen dengan kelas kontrol pada pengukuran awal (pre-test)”. Dan hasil uji hipotesis II menunjukkan bahwa nilai Sig. (2-tailed) pada Asymp. Sig. (2-tailed) sebesar 0,007 lebih kecil dari α (0,025), artinya “Terdapatperbedaan yang signifikankemampuanberpikirrasionalsiswaantarakelaseksperimendengankelaskontrolpadapengukuranakhir (post-test)”. Hasil uji hipotesis III dan IV menunjukkkan nilai Sig. (2-tailed) pada Asymp. Sig. (2-tailed) sebesar 0,000 lebih kecil dari α (0,025), artinya “Terdapatperbedaan yang signifikanantarahasilpre-testdenganpost-testpadakelompokeksperimen” dan“Terdapatperbedaan yang signifikanantarahasilpre-testdenganpost-testpadakelompokkontrol yang tidakmenggunakanmetodediskusi.”. Dari hasil perhitungan prosentase angket diperoleh rata-rata prosentase tangapan siswa yang setuju dengan penggunaan metode diskusi sebesar 70,15% dan untuk yang tidak setuju atau memilih jawaban tidak diperoleh rata-rata persentase sebesar 29,85%. Disimpulkan bahwa proses pembelajaran menggunakan metode diskusi dapat meningkatkan keterampilan berpikir rasional siswa
PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) TERHADAP KETERAMPILAN BERPIKIR KREATIF PESERTA DIDIK PADA MATA PELAJARAN GEOGRAFI :Studi Quasi Eksperimen di Kelas X SMA Negeri 2 Bandung
No full textPenelitian ini dilatarbelakangi oleh pentingnya pengembangan berpikir kreatif dalam pendidikan formal bagi pengembangan potensi individu secara utuh dan bagi kemajuan ilmu pengetahuan serta besarnya persaingan era globalisasi yang menuntut peserta didik untuk memiliki keterampilan berpikir kreatif mencari pemecahan semua permasalahan yang dihadapinya di kehidupan. Salah satu model yang dapat mengembangkan keterampilan berpikir kreatif adalah dengan menggunakan model pembelajaran berbasis masalah (problem based learning (PBL). Penelitian ini menggunakan jenis penelitian kuantitatif dengan pendekatan eksperimen. Penelitian dilakukan di kelas X SMA Negeri 2 Bandung yang berjumlah 54 peserta didik. Untuk teknik pengumpulan data dilakukan dengan teknik tes (pretest dan posttest), non tes (skala sikap kategori Likert), dan lembar observasi guru dan peserta didik. Teknik analisis data menggunakan statistik yaitu uji normalitas, homogenitas dan uji T dengan bantuan program SPSS for windows versi 20,0. Hasil penelitian menunjukkan bahwa 1) terdapat perbedaan hasil tes keterampilan berpikir kreatif di kelas yang menggunakan model pembelajaran problem based learning sebelum dan sesudah perlakuan diberikan, 2) terdapat perbedaan hasil tes keterampilan berpikir kreatif di kelas yang tidak menggunakan model problem based learning sebelum dan sesudah perlakuan diberikan, 3) tidak terdapat perbedaan hasil tes keterampilan berpikir kreatif di kelas yang menggunakan dan yang tidak menggunakan model problem based learning sebelum perlakuan diberikan, 4) terdapat perbedaan hasil tes keterampilan berpikir kreatif di kelas yang menggunakan dan yang tidak menggunakan model pembelajaran problem based learning sesudah perlakuan diberikan. Tanggapan peserta didik terhadap penggunaan PBL umumnya baik. PBL dapat membantu mereka memahami materi pelajaran secara mandiri dan menjadi lebih aktif dalam kegiatan pembelajaran. Pelaksanaan PBL agak sedikit rumit sehingga diperlukan perencanaan yang matang, penyediaan fasilitas yang memadai dan membutuhkan waktu lebih banyak
Kata kunci : berpikir kreatif, model pembelajaran, problem based learning (PBL)
This research is motivated by the importance of creative thinking development in formal education for the whole development of individual potential, the advancement of science, and the extent of globalization competition which requires students to have creative thinking skills in finding solutions of all life problems. One of model to evolving creative thinking is by using a problem-based learning model. This study used quantitative research with experimental approaches. Furthermore, research was conducted in class X in SMAN Negeri 2 Bandung with 54 students participated in this research. The techniques for data collection was done by using the test (pretest and posttest), non-test (attitude scale with Likert category), and the teachers and learners observation sheet. Data analysis techniques were done with the help of SPSS for Windows version 20.0 to test data normality, data homogeneity and t-test. The findings showed that 1) before and after treatment was given, there were differences in the results of tests of creative thinking skills in the classroom using a problem-based learning model, 2) before and after treatment was given, this was revealed that there were differences in the results of tests of creative thinking skills in the class that did not use a model of problem based learning, 3) there was no difference in the results of tests of creative thinking skills in the classroom use and are not using the model of problem-based learning before treatment is given, 4) after treatment was given, this was found that there were differences in the results of tests of creative thinking skills between the class which used and which did not used problem-based learning instructional model. The response of students to the use of PBL is generally good. PBL can help them understand the subject matter independently and become more active in learning activities. PBL implementation is a bit complicated so it takes careful planning, the provision of adequate facilities and require more time.
Keywords : Creative thinking, Model of learning, Problem-based learning mode
PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) TERHADAP KETERAMPILAN BERPIKIRKREATIF PESERTA DIDIK PADA MATAPELAJARAN GEOGRAFI
No full textPenelitian ini dilatarbelakangi oleh pentingnya pengembangan berpikir kreatif dalam pendidikan formal bagi pengembangan potensi individu secara utuh dan bagi kemajuan ilmu pengetahuan serta besarnya persaingan era globalisasi yang menuntut peserta didik untuk memiliki keterampilan berpikir kreatif mencari pemecahan semua permasalahan yang dihadapinya di kehidupan. Salah satu model yang dapat mengembangkan keterampilan berpikir kreatif adalah dengan menggunakan model pembelajaran berbasis masalah (problem based learning (PBL). Penelitian ini menggunakan jenis penelitian kuantitatif dengan pendekatan eksperimen. Penelitian dilakukan di kelas X SMA Negeri 2 Bandung yang berjumlah 54 peserta didik.Untuk teknik pengumpulan data dilakukan dengan teknik tes (pretest dan posttest), non tes (skala sikap kategori Likert), dan lembar observasi guru dan peserta didik. Teknik analisis data menggunakan statistik yaitu uji normalitas, homogenitas dan uji T dengan bantuan program SPSS for windows versi 20,0. Hasil penelitianmenunjukkan bahwa 1)terdapat perbedaan hasil tes keterampilan berpikir kreatif di kelas yang menggunakan model pembelajaran problem based learning sebelum dan sesudah perlakuan diberikan, 2) terdapat perbedaan hasil tes keterampilan berpikir kreatif di kelas yang tidak menggunakan model problem based learning sebelum dan sesudah perlakuan diberikan, 3) tidak terdapat perbedaan hasil tes keterampilan berpikir kreatif di kelas yang menggunakan dan yang tidak menggunakan model problem based learning sebelum perlakuan diberikan, 4) terdapat perbedaan hasil tes keterampilan berpikir kreatif di kelas yang menggunakan dan yang tidak menggunakan model pembelajaran problem based learning sesudah perlakuan diberikan. Tanggapan peserta didik terhadap penggunaan PBL umumnya baik. PBL dapat membantu mereka memahami materi pelajaran secara mandiri dan menjadi lebih aktif dalam kegiatan pembelajaran. Pelaksanaan PBL agak sedikit rumit sehingga diperlukan perencanaan yang matang, penyediaan fasilitas yang memadai dan membutuhkan waktu lebih banyak
This research is motivated by the importance of creative thinking development in formal education for the whole development of individual potential, the advancement of science, and the extent of globalization competition which requires students to have creative thinking skills in finding solutions of all life problems. One of model to evolving creative thinking is by using a problem-based learning model. This study used quantitative research with experimental approaches. Furthermore, research was conducted in class X in SMAN Negeri 2 Bandung with 54 students participated in this research.The techniques for data collection was done by using the test (pretest and posttest), non-test (attitude scale with Likert category), and the teachers and learners observation sheet. Data analysis techniques were done with the help of SPSS for Windows version 20.0 to test data normality, data homogeneity and t-test. The findings showed that 1) before and after treatment was given, there were differences in the results of tests of creative thinking skills in the classroom using a problem-based learning model, 2) before and after treatment was given, this was revealed that there were differences in the results of tests of creative thinking skills in the class that did not use a model of problem based learning, 3) there was no difference in the results of tests of creative thinking skills in the classroom use and are not using the model of problem-based learning before treatment is given, 4) after treatment was given, this was found that there were differences in the results of tests of creative thinking skills between the class which used and which did not used problem-based learning instructional model.The response of students to the use of PBL is generally good. PBL can help them understand the subject matter independently and become more active in learning activities. PBL implementation is a bit complicated so it takes careful planning, the provision of adequate facilities and require more time
Perbandingan Hasil Belajar Peserta Didik Menggunakan Problem Based Learning Dengan Contextual Teaching and Learning Dalam Pelajaran Geografi
Full text linkTeaching and learning practices today are often found problems such as the use of models that are still minimal and not in accordance with the characteristics of students. Generally teachers teach using only conventional learning models, while the Kurikulum 2013 requires students to be able to think at a high level. This can certainly be achieved by applying learning models such as Problem Based Learning and Contextual Teaching and Learning in the learning process. This study aims to compare the learning outcomes of the two models in Class X Geography in SMAN 5 Banda Aceh. The research method uses a quantitative approach to the type of experimental research that is quasi-experimental design with the initial assumption that learning outcomes taught using Problem Based Learning are better than those taught using Contextual Teaching and Learning. The population in this study were all grade X students at SMAN 5 Banda Aceh. Sampling using a purposive sampling by considering the initial ability of students is the same. Samples were taken as many as two classes totaling 46 students. Hypothesis testing techniques using non-parametric statistical tests according to Mann-Whitney (U test) using the Z test because the sample> 20. The results obtained from the results of the U Test namely Zhitung = 5.81 and at a significance level of 5%, obtained Ztable = 1.65. So it is obtained Zhitung> Ztabel so accept Ha. Thus, it can be concluded that learning outcomes of students taught with Problem Based Learning (PBL) are better than Contextual Teaching and Learning (CTL) in Geography Class X in SMAN 5 Banda Ace
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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