ABSTRAK

Arif Sholahuddin. 2018. Strategi Pembelajaran Berbasis Gaya Kognitif @UnESa-GAIn untuk Meningkatkan Penguasaan Konsep, Kemampuan Memecahkan Masalah, dan Keterampilan Proses Sains Siswa Sekolah Dasar. Disertasi, Program Studi Pendidikan Sains, Pascasarjana Universitas Negeri Surabaya. Promotor: Prof. Dr. Leny Yuanita, M.Kes. dan Kopromotor: Dr. Z. A. Imam Supardi, M.Si.

Kata-kata kunci:  Strategi Pembelajaran @UnESa-GAIn, penguasaan konsep IPA, kemampuan memecahkan masalah, keterampilan proses sains, gaya kognitif, perkembangan kognitif

Penelitian ini bertujuan untuk menghasilkan strategi pembelajaran berbasis gaya kognitif @UnESA-GAIn yang layak (valid, praktis dan efektif) digunakan untuk meningkatkan penguasaan konsep, kemampuan memecahkan masalah dan keterampilan proses sains siswa sekolah dasar.

Penelitian ini menerapkan rancangan penelitian dan pengembangan Dick, Carey & Carey. Validitas strategi pembelajaran dan perangkatnya dilakukan oleh 5 ahli dan seorang guru. Subyek uji coba adalah siswa kelas enam sekolah dasar di Banjarmasin. Data kepraktisan dan keefektifan strategi pembelajaran masing-masing dikumpulkan melalui observasi aktivitas pembelajaran di kelas dan tes terhadap dampak instruksional pembelajaran. Data dianalisis secara deskriptif kuantitatif dan kualitatif untuk menjelaskan kelayakan strategi pembelajaran. Strategi pembelajaran dikatakan layak jika valid baik secara isi maupun konstruk (valid), guru dan siswa dapat menerapkan dengan baik dalam pembelajaran serta tidak mengalami kendala (praktis) dan dapat meningkatkan penguasaan konsep, kemampuan memecahkan masalah dan keterampilan proses sains minimal kategori sedang berdasarkan skor n-gain menurut Hake (efektif).

Penelitian ini menunjukkan bahwa strategi pembelajaran berbasis gaya kognitif @UnESA-GAIn layak digunakan untuk meningkatkan penguasaan konsep, kemampuan memecahkan masalah dan keterampilan proses sains siswa sekolah dasar: (1) Strategi pembelajaran sangat valid, baik dari segi isi (content validity) maupun konstruks (construct validity) (2) Perangkat pembelajaran pendukung strategi pembelajaran yang digunakan valid hingga sangat valid berdasarkan penilaian ahli dan praktisi (3) Strategi pembelajaran praktis digunakan baik oleh guru maupun siswa: Guru dapat menerapkan strategi pembelajaran dengan sangat baik; Siswa dapat mengikuti pembelajaran IPA yang menerapkan strategi pembelajaran @UnESA-GAIn dengan baik.; Guru dan siswa tidak mengalami kendala yang berarti dalam menerapkan strategi pembelajaran di kelas. 4) Strategi pembelajaran efektif untuk meningkatkan penguasaan konsep, kemampuan memecahkan masalah dan keterampilan proses sains siswa sekolah dasar. Penguasaan konsep, kemampuan memecahkan masalah, dan keterampilan proses sains siswa meningkat secara bermakna dengan skor peningkatan masing-masing dalam kategori sedang. Dampak pengiring strategi pembelajaran yang berupa keterampilan sosial, perilaku berkarakter dan keterampilan psikomotorik mencapai kategori baik. Siswa dengan gaya kognitif FI cenderung mencapai hasil belajar yang lebih baik dibandingkan dengan siswa dengan gaya kognitif FD meskipun tidak dominan pada seluruh aspek hasil belajar.

ABSTRACT

Arif Sholahuddin. 2018. The Cognitive Style-based Learning Strategy @UnESa-GAIn to Increase Mastery of Concept, Problem Solving Ability and Science Process Skills of Elementary School Students. Dissertation, Science Education Doctoral Study Program, Postgraduate of Surabaya State University. Supervisors: Prof. Dr. Leny Yuanita, M.Kes. and Co-supervisor: Dr. Z. A. Imam Supardi, M.Si.

Key  words: @UnESa-GAIn learning strategy, science, problem solving ability, mastery of science concept, science process skills, cognitive style, cognitive development.

This study aimed to produce a cognitive style-based learning strategy @UnESA-GAIn that is feasible used (valid, practice and effective) to increase mastery of concept, problem solving ability and science process skills of elementary school students.

This study applied research and development design of Dick, Carey & Carey. Validity of the learning strategy and its tools were assessed by 5 experts and a teacher. The research involve sixth grade of elementary schools of Banjarmasin. Practicality and effectiveness data of leaning strategy was collected through observation of classroom learning activities and tests to measure the instructional effects, respectively. Furthermore, they were analyzed descriptively both quantitative and qualitative to explain the feasibility of the learning strategy. Learning strategy is feasible if it is valid either content or construct (valid), teacher and student can apply well in learning and they do not face significance obstacle (practice) and it can improve mastery of concept, problem solving ability and science process skills minimal in moderate category based on n-gain score according to Hake (effective).

This study showed that the cognitive style-based learning strategy @UnESA-GAIn was feasible to be used to increase mastery of concept, problem solving ability and science process skills of elementary school students: (1) The learning strategy was valid both content and construct validity (2) Learning tools supporting the learning strategy were valid to very valid based on the experts and teacher’s assessment (3) The learning strategy was practically used by teachers as well as students: Teachers could apply learning strategy excellently; Students could follow science lesson which applied the learning strategy well; Both of them did not meet a significant obstacle in implementing the learning strategy in classroom (4) The learning strategy was effectively used to increase mastery of concept, problem solving ability and science process skills of elementary school students.

The students’ mastery of concept, problem solving ability and science process skills increased significantly with improvement scores in moderate category. The nurturance effects of the learning strategy included social skills, character traits and psychomotor skills achieved a good category. Students with FI cognitive styles tend to achieve better learning outcomes than students with FD cognitive styles although they were not dominant in all aspects.

ABSTRAK

Arif Sholahuddin. 2018. Strategi Pembelajaran Berbasis Gaya Kognitif @UnESa-GAIn untuk Meningkatkan Penguasaan Konsep, Kemampuan Memecahkan Masalah, dan Keterampilan Proses Sains Siswa Sekolah Dasar. Disertasi, Program Studi Pendidikan Sains, Pascasarjana Universitas Negeri Surabaya. Promotor: Prof. Dr. Leny Yuanita, M.Kes. dan Kopromotor: Dr. Z. A. Imam Supardi, M.Si.

Kata-kata kunci:  Strategi Pembelajaran @UnESa-GAIn, penguasaan konsep IPA, kemampuan memecahkan masalah, keterampilan proses sains, gaya kognitif, perkembangan kognitif

Penelitian ini bertujuan untuk menghasilkan strategi pembelajaran berbasis gaya kognitif @UnESA-GAIn yang layak (valid, praktis dan efektif) digunakan untuk meningkatkan penguasaan konsep, kemampuan memecahkan masalah dan keterampilan proses sains siswa sekolah dasar.

Penelitian ini menerapkan rancangan penelitian dan pengembangan Dick, Carey & Carey. Validitas strategi pembelajaran dan perangkatnya dilakukan oleh 5 ahli dan seorang guru. Subyek uji coba adalah siswa kelas enam sekolah dasar di Banjarmasin. Data kepraktisan dan keefektifan strategi pembelajaran masing-masing dikumpulkan melalui observasi aktivitas pembelajaran di kelas dan tes terhadap dampak instruksional pembelajaran. Data dianalisis secara deskriptif kuantitatif dan kualitatif untuk menjelaskan kelayakan strategi pembelajaran. Strategi pembelajaran dikatakan layak jika valid baik secara isi maupun konstruk (valid), guru dan siswa dapat menerapkan dengan baik dalam pembelajaran serta tidak mengalami kendala (praktis) dan dapat meningkatkan penguasaan konsep, kemampuan memecahkan masalah dan keterampilan proses sains minimal kategori sedang berdasarkan skor n-gain menurut Hake (efektif).

Penelitian ini menunjukkan bahwa strategi pembelajaran berbasis gaya kognitif @UnESA-GAIn layak digunakan untuk meningkatkan penguasaan konsep, kemampuan memecahkan masalah dan keterampilan proses sains siswa sekolah dasar: (1) Strategi pembelajaran sangat valid, baik dari segi isi (content validity) maupun konstruks (construct validity) (2) Perangkat pembelajaran pendukung strategi pembelajaran yang digunakan valid hingga sangat valid berdasarkan penilaian ahli dan praktisi (3) Strategi pembelajaran praktis digunakan baik oleh guru maupun siswa: Guru dapat menerapkan strategi pembelajaran dengan sangat baik; Siswa dapat mengikuti pembelajaran IPA yang menerapkan strategi pembelajaran @UnESA-GAIn dengan baik.; Guru dan siswa tidak mengalami kendala yang berarti dalam menerapkan strategi pembelajaran di kelas. 4) Strategi pembelajaran efektif untuk meningkatkan penguasaan konsep, kemampuan memecahkan masalah dan keterampilan proses sains siswa sekolah dasar. Penguasaan konsep, kemampuan memecahkan masalah, dan keterampilan proses sains siswa meningkat secara bermakna dengan skor peningkatan masing-masing dalam kategori sedang. Dampak pengiring strategi pembelajaran yang berupa keterampilan sosial, perilaku berkarakter dan keterampilan psikomotorik mencapai kategori baik. Siswa dengan gaya kognitif FI cenderung mencapai hasil belajar yang lebih baik dibandingkan dengan siswa dengan gaya kognitif FD meskipun tidak dominan pada seluruh aspek hasil belajar.

ABSTRACT

Arif Sholahuddin. 2018. The Cognitive Style-based Learning Strategy @UnESa-GAIn to Increase Mastery of Concept, Problem Solving Ability and Science Process Skills of Elementary School Students. Dissertation, Science Education Doctoral Study Program, Postgraduate of Surabaya State University. Supervisors: Prof. Dr. Leny Yuanita, M.Kes. and Co-supervisor: Dr. Z. A. Imam Supardi, M.Si.

Key  words: @UnESa-GAIn learning strategy, science, problem solving ability, mastery of science concept, science process skills, cognitive style, cognitive development.

This study aimed to produce a cognitive style-based learning strategy @UnESA-GAIn that is feasible used (valid, practice and effective) to increase mastery of concept, problem solving ability and science process skills of elementary school students.

This study applied research and development design of Dick, Carey & Carey. Validity of the learning strategy and its tools were assessed by 5 experts and a teacher. The research involve sixth grade of elementary schools of Banjarmasin. Practicality and effectiveness data of leaning strategy was collected through observation of classroom learning activities and tests to measure the instructional effects, respectively. Furthermore, they were analyzed descriptively both quantitative and qualitative to explain the feasibility of the learning strategy. Learning strategy is feasible if it is valid either content or construct (valid), teacher and student can apply well in learning and they do not face significance obstacle (practice) and it can improve mastery of concept, problem solving ability and science process skills minimal in moderate category based on n-gain score according to Hake (effective).

This study showed that the cognitive style-based learning strategy @UnESA-GAIn was feasible to be used to increase mastery of concept, problem solving ability and science process skills of elementary school students: (1) The learning strategy was valid both content and construct validity (2) Learning tools supporting the learning strategy were valid to very valid based on the experts and teacher’s assessment (3) The learning strategy was practically used by teachers as well as students: Teachers could apply learning strategy excellently; Students could follow science lesson which applied the learning strategy well; Both of them did not meet a significant obstacle in implementing the learning strategy in classroom (4) The learning strategy was effectively used to increase mastery of concept, problem solving ability and science process skills of elementary school students.

The students’ mastery of concept, problem solving ability and science process skills increased significantly with improvement scores in moderate category. The nurturance effects of the learning strategy included social skills, character traits and psychomotor skills achieved a good category. Students with FI cognitive styles tend to achieve better learning outcomes than students with FD cognitive styles although they were not dominant in all aspects.