PENGGUNAAN PETA KONSEP DAN DIAGRAM VEE UNTUK MENINGKATKAN ATTITUDE TOWARD CHEMISTRY
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Abstract
Penelitian ini bertujuan untuk mengetahui hubungan antara kualitas peta konsep dan diagram vee terhadap kenaikan attitude toward chemistry siswa. Peningkatan attitude toward chemistry selanjutnya dianalisis hubunganya dengan hasil belajar siswa. Populasi penelitian ini adalah seluruh siswa kelas X semester genap SMA Negeri 1 Ambarawa tahun pelajaran 2012/2013. Desain yang digunakan dalam penelitian ini adalah pretest and postest group design. Teknik sampling yang digunakan yaitu cluster random sampling. Hasil analisis menyatakan adanya peningkatan attitude toward chemistry dengan besaran harga n-gain adalah 0,43. Hubungan antara peningkatan attitude toward chemistry terhadap hasil belajar menunjukkan koefisien korelasi sebesar 0,853. Hubungan antara peningkatan attitude toward chemistry terhadap kualitas peta konsep menunjukkan koefisien korelasi sebesar 0,680. Hubungan antara peningkatan attitude toward chemistry terhadap kualitas diagram vee menunjukkan koefisien korelasi sebesar 0,715. Penggunaan peta konsep dan diagram vee pada kelas eksperimen dengan batas KKM 71 dapat memenuhi ketuntasan klasikal 75%, dengan persentase ketuntasan klasikal kelas eksperimen sebesar 82,5%. Berdasarkan hasil penelitian dapat disimpulkan adanya hubungan antara peta konsep, diagram vee, dan hasil belajar siswa terhadap attitude toward chemistry.
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References
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Amalana, H. 2012. Pengaruh Model Pembelajaran Quantum Teaching Berbantuan Modul QT-Bilingual Terhadap Hasil Belajar Siswa Kelas X SMAN 1 Kedungwuni Pada Materi Pokok Hidrokarbon. Skripsi, Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang
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Cheung, D. 2009. Students’ Attitudes Toward Chemistry Lessons: The Interaction Effect between Grade Level and Gender. Res Sci Educ, 39 :75–91
Cheung, D. 2007. Confirmatory Factor Analysis of the Attitude toward Chemistry Lessons Scale. Proceeding of the 2nd NICE Symposium, Taiwan : Taipei
Fraser, B.J. 1981. TOSRA : Test of Science Related Attitude. Victoria : Australian Council for Educational Research
Gowin, D.B. & Alvarez, M. C. 2005. The Art of Educating with V Diagrams. Cambridge : Cambridge University Press
Hulusi, C. & Canzu, K. 2008. Pupil’s Attitude toward Science : A Case Study. World Applied Sciences Journal, 3 (1) : 102 – 109
Hofstein, A. & Namaan, R. M. 2011. High-School Students’ Attitudes toward and Interest in Learning Chemistry. Educación química, 19 (1) : 1-12
Jaoude, S. B. & Attieh, M. 2008. The Effect of Using Concept Maps as Study Tools on Achievement in Chemistry .Eurasia Journal of Mathematics, Science & Technology Education, 4 (3) : 233 -246
Kan, A. & Akbas, A. 2006. Affective Factors That Influence Chemistry Achievement (Attitude and Self Efficacy) and The Power Of These Factors To Predict Chemistry Achievement-I. Journal of Turkish Science Education, 3 (1) : 76- 85
Kelez, O. & Ozgil, S. 2009. Pre-service Teachers’ Attitudes toward Use of Vee Diagrams in General Physics Laboratory. International Electronic Journal of Elementary Education, 1 (3): 124- 140
Maria, G. M. 2010. Relationship between the Attitude of First Year Medical Students towards Chemistry and Their Learning Outcomes. Thesis. Capetown : University of South Africa
Nirmala, T. & Shakuntala, B.S. 2012. Attitude Of Students On Concept Mapping - An Innovative Teaching Learning Strategy. Nitte University Journal of Health Science, 2(4): 39- 43
Novak, J.D. 1985. Introduction to Concept Mapping. Visiting Professor the University of West Florida, Pensacola : University Parkway
Novak, J.D. 2010. Learning, Creating, and Using Knowledge: Concept maps as facilitative tools in schools and corporations. Journal of e-Learning and Knowledge Society, 6 (3): 21- 30
Novak, J.D. 2011. A Theory Of Education: Meaningful Learning Underlies The Constructive Integration of Thinking, Feeling, and Acting Leading to Empowerment for Commitment And Responsibility. Meaningful Learning Review, 1(2): 1-14
Novak, J.D. 2002. Meaningful Learning: The Essential Factor for Conceptual Change in Limited or Inappropriate Propositional Hierarchies Leading to Empowerment of Learners. Wiley Interscience, Sci Ed (86) :548–571
Novak, J.D. & Canaz, A.J. 2008. The Theory Underlying Concept Maps and How to Construct and Use Them. Technical Report IHMC CmapTools, Florida : Institute for Human and Machine Cognition
Sabri. 2012. Diagram V: Perangkat Metakognisi untuk Penyelesaian Masalah Matematika. Makassar : Universitas Negeri Makassar
Sudarmin. 2012. Ketrampilan Generik Sains dan Penerapanya dalam Pembelajaran Kimia Organik. Semarang : UNNES Press
Sutiman, Wiyarsi, A., & Priyambodo, E. 2011. Metode Belajar Berbasis Masalah (Problem Based Learning) Berbantuan Diagram V (Ve) Dalam Pembelajaran Kimia. Yogja : Universitas Negeri Yogyakarta
Amalana, H. 2012. Pengaruh Model Pembelajaran Quantum Teaching Berbantuan Modul QT-Bilingual Terhadap Hasil Belajar Siswa Kelas X SMAN 1 Kedungwuni Pada Materi Pokok Hidrokarbon. Skripsi, Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang
Bilgin, E. K. 2006. The Effect of Multiple Intelligences Based Instruction on Ninth Graders Chemistry Achievement and Attitudes Toward Chemistry. Thesis. Ankara : Middle East Technical University
Cheung, D. 2011. Evaluating Student Attitudes toward Chemistry Lessons to Enhance Teaching in the Secondary School. Education química, 22(2): 117-122
Cheung, D. 2009. Students’ Attitudes Toward Chemistry Lessons: The Interaction Effect between Grade Level and Gender. Res Sci Educ, 39 :75–91
Cheung, D. 2007. Confirmatory Factor Analysis of the Attitude toward Chemistry Lessons Scale. Proceeding of the 2nd NICE Symposium, Taiwan : Taipei
Fraser, B.J. 1981. TOSRA : Test of Science Related Attitude. Victoria : Australian Council for Educational Research
Gowin, D.B. & Alvarez, M. C. 2005. The Art of Educating with V Diagrams. Cambridge : Cambridge University Press
Hulusi, C. & Canzu, K. 2008. Pupil’s Attitude toward Science : A Case Study. World Applied Sciences Journal, 3 (1) : 102 – 109
Hofstein, A. & Namaan, R. M. 2011. High-School Students’ Attitudes toward and Interest in Learning Chemistry. Educación química, 19 (1) : 1-12
Jaoude, S. B. & Attieh, M. 2008. The Effect of Using Concept Maps as Study Tools on Achievement in Chemistry .Eurasia Journal of Mathematics, Science & Technology Education, 4 (3) : 233 -246
Kan, A. & Akbas, A. 2006. Affective Factors That Influence Chemistry Achievement (Attitude and Self Efficacy) and The Power Of These Factors To Predict Chemistry Achievement-I. Journal of Turkish Science Education, 3 (1) : 76- 85
Kelez, O. & Ozgil, S. 2009. Pre-service Teachers’ Attitudes toward Use of Vee Diagrams in General Physics Laboratory. International Electronic Journal of Elementary Education, 1 (3): 124- 140
Maria, G. M. 2010. Relationship between the Attitude of First Year Medical Students towards Chemistry and Their Learning Outcomes. Thesis. Capetown : University of South Africa
Nirmala, T. & Shakuntala, B.S. 2012. Attitude Of Students On Concept Mapping - An Innovative Teaching Learning Strategy. Nitte University Journal of Health Science, 2(4): 39- 43
Novak, J.D. 1985. Introduction to Concept Mapping. Visiting Professor the University of West Florida, Pensacola : University Parkway
Novak, J.D. 2010. Learning, Creating, and Using Knowledge: Concept maps as facilitative tools in schools and corporations. Journal of e-Learning and Knowledge Society, 6 (3): 21- 30
Novak, J.D. 2011. A Theory Of Education: Meaningful Learning Underlies The Constructive Integration of Thinking, Feeling, and Acting Leading to Empowerment for Commitment And Responsibility. Meaningful Learning Review, 1(2): 1-14
Novak, J.D. 2002. Meaningful Learning: The Essential Factor for Conceptual Change in Limited or Inappropriate Propositional Hierarchies Leading to Empowerment of Learners. Wiley Interscience, Sci Ed (86) :548–571
Novak, J.D. & Canaz, A.J. 2008. The Theory Underlying Concept Maps and How to Construct and Use Them. Technical Report IHMC CmapTools, Florida : Institute for Human and Machine Cognition
Sabri. 2012. Diagram V: Perangkat Metakognisi untuk Penyelesaian Masalah Matematika. Makassar : Universitas Negeri Makassar
Sudarmin. 2012. Ketrampilan Generik Sains dan Penerapanya dalam Pembelajaran Kimia Organik. Semarang : UNNES Press
Sutiman, Wiyarsi, A., & Priyambodo, E. 2011. Metode Belajar Berbasis Masalah (Problem Based Learning) Berbantuan Diagram V (Ve) Dalam Pembelajaran Kimia. Yogja : Universitas Negeri Yogyakarta