ABSTRAK

Marjuki. 2019. NIM 117966009, Model Pembelajaran OCCIE (Orientate, Construct, Communicate, Improve, Evaluate) Untuk Meningkatkan Keterampilan Proses Sains Dan Tanggung Jawab Siswa SMA Pada Pembelajaran Kimia. Disertasi, Program Studi S3 Pendidikan Sains, Pascasarjana Universitas Negeri Surabaya. Promotor: Prof. Dr. Tukiran, M.Si. dan Ko-Promotor: Prof. Dr. H. Muslimin Ibrahim, M.Pd.

Kata-kata kunci: keterampilan proses sains, kimia, model  OCCIE, siswa SMA, tanggung jawab.

Penelitian ini bertujuan untuk menghasilkan Model Pembelajaran OCCIE yang valid, praktis, dan efektif untuk meningkatkan keterampilan proses sains dan tanggung jawab siswa SMA pada pembelajaran kimia. Pengembangan Model Pembelajaran OCCIE menggunakan Model McKenney. Subjek penelitian adalah  Model Pembelajaran OCCIE.  Subjek uji coba terbatas adalah 36 siswa kelas XI MIA 1 SMAN 18 Surabaya. Subjek uji coba skala luas adalah 72 siswa kelas XI MIA 2 dan XI MIA 3 SMAN 18 Surabaya. Desain uji menggunakan one-group pretest-posttest design. Pengumpulan data menggunakan metode validasi, pengamatan, tes, dan angket. Teknik analisis data menggunakan analisis deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan: 1) Model yang dikembangkan termasuk dalam kategori valid ditinjau dari: (a) Validitas isi: Model Pembelajaran OCCIE memenuhi kebutuhan dan pengetahuan mutakhir dan validitas konstruk; Model Pembelajaran OCCIE memiliki konsistensi antara komponen model dengan kriteria valid, (b) Perangkat pembelajaran yang dikembangkan valid dan dapat digunakan untuk mendukung implementasi Model Pembelajaran OCCIE; 2) Model yang dikembangkan termasuk dalam kategori praktis ditinjau dari keterlaksanaan Model Pembelajaran OCCIE dengan kriteria baik pada uji coba terbatas dan uji coba luas; dan 3) Model yang dikembangkan termasuk dalam kategori efektif ditinjau dari: (a) Peningkatan keterampilan proses sains: N-gain keterampilan proses sains siswa SMA dalam kriteria tinggi, (b) Peningkatan tanggung jawab: N-gain tanggung jawab siswa SMA dalam kriteria tinggi, dan (c) Siswa SMA memberikan respons positif terhadap pembelajaran menggunakan Model Pembelajaran OCCIE dan perangkatnya pada uji coba terbatas dan uji coba luas. Berdasarkan hasil-hasil di atas, disimpulkan bahwa Model Pembelajaran OCCIE yang dikembangkan valid, praktis, dan efektif untuk meningkatkan keterampilan proses sains dan tanggung jawab siswa SMA pada pembelajaran kimia.

ABSTRACT

Marjuki. 2019. NIM 117966009, OCCIE (Orientate, Construct, Communicate, Improve, Evaluate) Learning Model in Chemical Learning to Improve Science Process Skills and the Responsibility of High School Students. Dissertation, Doctor of Science Education Study Program, Postgraduate of Universitas Negeri Surabaya. Promotor: Prof. Dr. Tukiran, M.Si. and Co-Promotor: Prof. Dr. H. Muslimin Ibrahim, M.Pd.

Keywords: chemistry, OCCIE model, responsibility, science process skills.

The research aims to produce a valid, practical, and effective OCCIE learning model to improve the science process skills and resposibility of senior high school students in chemistry learning. Development of the OCCIE Learning Model using model McKenney. The research subject was the OCCIE Learning Model. The limited trial subjects were 36 XI MIA 1 graders of SMAN 18 Surabaya. The large-scale trial subjects were 72 students of class XI MIA 2 and XI MIA 3 of SMAN 18 Surabaya. The research design has used one-group pretest-posttest design. Data collection has used validation methods, observations, tests, and questionnaires. Data analysis techniques had used qualitative and quantitative descriptive analysis. The results of the study showed: 1) The model developed has been included in the valid category in terms of: (a) Content validity: OCCIE Learning Model had fulfilled the needs and current knowledge and construct validity; OCCIE Learning Model has consistency between components of the model with valid criteria, (b) Learning tools developed were valid and could be used to support the implementation of the OCCIE Learning Model; 2) The model developed was included in the practical category in terms of the implementation of the OCCIE Learning Model with criteria both in limited trials and a large-scale trial; and 3) Models developed was included in the effective category in terms of: (a) Improved science process skills: N-gain science process skills of high school students in high criteria. (b) Increased responsibility: N-gain responsibility of high school students in high criteria. (c) High School students gave a positive response to learning using the OCCIE Learning Model and its tools in limited trials and a large-scale trial. Based on the results above, it was concluded that the OCCIE Learning Model developed are valid, practical, and effective in chemistry learning to improve the science process skills and responsibility of high school students.