ABSTRAK

Setiawan. Dj., 2019. Model Pembelajaran SEA-MEA (Self Efficacy Academic-Means Ends Analysis) untuk Meningkatkan Keterampilan Penyelesaian Masalah IPA Siswa SMP. Disertasi, Program Studi Pendidikan Sains, Program Pascasarjana Universitas Negeri Surabaya. Promotor: Prof. Dr. Budi Jatmiko, M.Pd dan Co Promotor: Dr. Wasis, M.Si.

Keterampilan penyelesaian masalah merupakan kompetensi yang dibutuhkan untuk dapat berkontribusi dan bersaing di era abad ke-21. Penelitian ini bertujuan menghasilkan model pembelajaran SEA-MEA yang valid, praktis, dan efektif untuk meningkatkan keterampilan penyelesaian masalah. Model pembelajaran SEA-MEA terdiri atas 5 sintaks yaitu: 1) reactualization, 2) identification the problem, 3) derivated goal to sub-goal, 4) execute the sub-goal and finished problem solve, 5) reflect the problem situation and the thingking procces. Jenis penelitian ini adalah Research and Development model Borg and Gall yang disesuaikan dengan tujuan pengembangan model. Pengumpulan data menggunakan metode pengamatan, tes, dokumentasi, angket dan wawancara. Teknik analisis data yang digunakan adalah deskriptif kuantitatif dan kualitatif. Penentuan tingkat kelayakan model berdasarkan uji validasi para ahli melalui focus group discussion dan uji implementasi model. Design uji implementasi model menggunakan one-group pre test-post test design. Uji implementasi model dilakukan di kelas VII di SMPN 21 Surabaya sebanyak 52 siswa dan di SMPN 1 Sidayu Gresik sebanyak 54 siswa. Hasil penelitian menunjukkan 1) Model SEA-MEA termasuk dalam kategori valid ditinjau dari (a) valid secara isi yaitu menunjukkan adanya unsur kebaruan dan valid secara konstruk yaitu terdapat konsistensi antar bagian model, serta terdapat konsistensi antara model yang dikembangkan dengan teori belajar yang melandasinya, (b) perangkat pembe-lajaran termasuk dalam kategori valid, sehingga dapat digunakan untuk mendukung implementasi model SEA-MEA; 2) Model SEA-MEA  termasuk dalam kategori praktis ditinjau dari (a) keterlaksanaan model dengan kriteria baik, (b) siswa aktif dalam pembelajaran menggunakan Model SEA-MEA;   3) Model SEA-MEA  termasuk dalam kategori efektif ditinjau dari (a) peningkatan keterampilan penyelesaian masalah, (b) peningkatan hasil belajar kognitif,          (c) siswa memberikan respon positif terhadap pembelajaran. Disimpulkan bahwa Model SEA-MEA  dinyatakan valid, praktis, dan efektif untuk meningkatkan keterampilan penyelesaian masalah siswa.

Kata kunci: model SEA-MEA, penyelesaian masalah, self efficacy academic, means ends analysis

ABSTRACT

Setiawan. Dj., 2019. SEA-MEA (Self Efficacy Academic-Means Ends Analysis) Model for Training Sains Problem Solving Skills of Junior High School Students. A Dissertation, Department of Science Education, Postgraduate Program University of Surabaya. Promotor: Prof. Dr. Budi Jatmiko, M.Pd and Co-Promotor: Dr. Wasis, M.Si.

Problem-solving skills are necessary competencies to be able to contribute and survive in the era of the 21st century. This study aims at creating a valid, practical, and effective learning model to improve problem solving skills. The SEA-MEA learning model developed consist of 5 syntaxes, namely: 1) reactualization, 2) identification the problem, 3) derivated goal to sub-goal, 4) execute the solve sub-goal and finished problem, 5) reflect the problem situation and the thingking procces. This study is Research and Development (R & D) type with development method using of Borg and Gall is developed to the goal and objectives of SEA-MEA model. Data collection was conducted through observation, test, documentation, and interview. Then, the data were analyzed using descriptive quantitative and qualitative methods. Feasibility level of SEA-MEA model was determined based on focus group discussion, expert validation test and model implementation test. This study used one-group-posttest design as the design test model. The model implementation test was carried out for seventh-grade students of Junior High School 21 Surabaya as many as 52  students and Junior High School 1 Sidayu Gresik as many as 54 students. The results showed that 1) SEA-MEA model was valid in terms of (a) content validity, in which there is a novelty element and construct validity, in which there is a consistency among parts of the model, and there is also a consistency between the developed models and the underlying learning theory, (b) learning tools are valid, so that they can be used to support the implementation of the SEA-MEA model; 2) SEA-MEA model is practical in terms of (a) implementation of SEA-MEA model with good criteria, (b) students are active in learning natural science using SEA-MEA model; 3) SEA-MEA model is effective in terms of (a) improving problem solving skills, (b) improving self efficacy (c) students provide a positive response to learning using SEA-MEA model. Thus, it can be concluded that the SEA-MEA model developed is valid, practical, and effective to train students’ problem solving skills.

Keywords: SEA-MEA model, problem solving, academic self efficacy, means ends analysis