ABSTRAK

Gayatri, Yuni. 2019. Pengintegrasian Bentuk-Bentuk Scaffolding Dalam Pembelajaran Biologi Menggunakan Siklus Belajar 5E Pada Siswa Yang Berbeda Gaya Belajar Untuk Menuntaskan Keterampilan Berpikir, Keterampilan Proses dan Hasil Belajar Kognitif. Disertasi. Pascasarjana Universitas Negeri Surabaya. Promotor: Prof. Dr. H. Muslimin Ibrahim, M.Pd, Ko-promotor: Prof. Dr. dr. Tjandra Kirana, M.S., Sp. And.

Kata-kata Kunci: Scaffolding, Gaya Belajar, Keterampilan Berpikir, keterampilan Proses, Hasil Belajar Kognitif.

Tujuan penelitian ini adalah menghasilkan strategi pembelajaran hasil pengintegrasian bentuk-bentuk scaffolding dalam pembelajaran biologi menggunakan siklus belajar 5E yang valid, praktis, dan efektif untuk menuntaskan keterampilan proses, keterampilan berpikir dan hasil belajar kognitif sekaligus memperhatikan perbedaan gaya belajar perseptual (Visual-Auditorial-Kinestetik) siswa.

Penelitian ini merupakan penelitian pengembangan, menggunakan Four D Models yang terdiri atas Define, Design, Develop and Desseminate. Rancangan ujicoba terbatas dan luas menggunakan The Static Group Pretest-Posttest Design, yang diujicobakan pada siswa kelas XI SMA Muhammadiyah 3, 4, 7 Surabaya. Teknik pengumpulan data menggunakan uji validasi, observasi keterlaksanaan pembelajaran, observasi kendala dan aktivitas siswa, angket respon dan gaya belajar perseptual serta tes hasil belajar. Data dianalisis secara deskriptif kualitatif dan kuantitatif statistik menggunakan uji anova dan multiple comparison.

Hasil penelitian menunjukkan: (1) Strategi yang dikembangkan yaitu Strategi pembelajaran “Integrating Scaffolding Forms in Biology Learning (ISFBL)”, dinyatakan valid secara isi karena terdapat unsur kebaruan (state of art) dan valid secara konstruk karena terdapat konsistensi antara bagian strategi yang dikembangkan dengan teori belajar yang melandasinya. (2). Perangkat pembelajaran yang dikembangkan yaitu Silabus, RPP, LKS, bahan ajar dan lembar penilaian yang digunakan untuk implementasi strategi pembelajaran IFSBL dinyatakan valid.  (3). Strategi pembelajaran ISFBL termasuk dalam kategori praktis karena seluruh sintak pembelajaran dalam strategi pembelajaran ISFBL dapat dilaksanakan oleh guru dan siswa, aktivitas siswa mendukung sintak strategi pembelajaran ISFBL dan dalam pelaksanaannya mendapat respon yang positif dari siswa. (4). Strategi pembelajaran ISFBL termasuk dalam kategori efektif karena dapat meningkatkan keterampilan berpikir siswa, menuntaskan hasil belajar kognitif dan keterampilan proses siswa pada siswa dengan gaya belajar perseptual yang berbeda. (5). Strategi pembelajaran ISFBL memberikan pengaruh yang signifikan terhadap keterampilan proses dan hasil belajar kognitif siswa dengan gaya belajar perseptual yang berbeda. Pengaruh yang paling efektif pada hasil belajar kognitif siswa dengan gaya belajar kinestetik-visual. Simpulan penelitian ini bahwa strategi pembelajaran hasil pengintegrasian bentuk-bentuk scaffolding dalam pembelajaran biologi menggunakan siklus belajar 5E pada siswa yang berbeda gaya belajar (strategi ISFBL) yang dikembangkan dinyatakan valid, praktis dan efektif.

Gayatri, Yuni. 2019. Integrating Scaffolding Forms in Learning Biology Using 5E Learning Cycles in Students with Different Learning Styles to Achieve Thinking Skills, Process Skills and Cognitive Learning Outcomes. Dissertation. Postgraduate. Surabaya State University. Promotor: Prof. Dr. H. Muslimin Ibrahim, M.Pd, Co-promotor: Prof. Dr. dr. Tjandra Kirana, M.S., Sp. And.

Keywords: Scaffolding, Learning Styles, Thinking Skills, Thinking Skills, Process Skills and Cognitive Learning Outcomes.

The purpose of this study is to produce learning strategies as a result of integrating scaffolding forms in learning biology using valid, practical and effective 5E learning cycles to achieve process skills, thinking skills and cognitive learning outcomes while paying attention to differences in perceptual learning styles (Visual-Auditorial-Kinesthetic) students.

This research is research and development, using to the Four D Models consisting of Define, Design, Develop and Desseminate. The limited and extensive test design used The Static Group Pretest-Posttest Design which was tested on students of class XI in Muhammadiyah Surabaya high school 3, 4, 7. Data collection techniques used the validation test, implementation of learning observation, observation of constraints and student activities, questionnaire responses and perceptual learning styles as well as learning outcomes tests. Data were analyzed descriptively qualitative and quantitative statistics using ANOVA and multiple comparison.

The results showed: (1) The developed strategy "Integrating Scaffolding Forms in Biology Learning” (ISFBL learning strategy), is declared valid in content because there is a novelty (state of art) and construct valid because there is consistency between the parts of the strategy which was developed and the learning theory that underlies it. (2). The learning device developed, such as the Syllabus, lesson plans, worksheets, teaching materials and assessment sheets used to implement the IFSBL learning strategy are declared valid. (3). The learning strategy ISFBL is included in the practical category because all learning syntaxes in the  ISFBL learning strategy can be implemented by teachers and students, student activities support syntax strategy ISFBL learning and in its implementation get a positive response from students. (4). IFSBL learning strategies are included in the effective category because they can improve students' thinking skills, achieve cognitive learning outcomes and student process skills in students with different perceptual learning styles. (5). The learning strategy IFSBL provides a significant influence on the process skills and cognitive learning outcomes of students with different perceptual learning styles. The most effective influence on cognitive learning outcomes in students with kinesthetic-visual learning styles. The conclusion of this study is the learning strategy resulting from the integration of scaffolding forms in biological learning using the 5E learning cycle in different learning styles students (the IFSBL strategy) which is developed was declared valid, practical and effective.