MELATIHKAN KETERAMPILAN PROSES SAINS SISWA SMA NEGERI 8 KOTA TERNARTE MELALUI PENERAPAN MODEL PEMBELAJARAN CCDSR (CONDITION, CONSTRUCTION, DEVELOPMENT, SIMULATION, REFLECTION)
DOI:
https://doi.org/10.26740/jpps.v9n2.p1783-1789Keywords:
Model CCDSR, keterampilan proses sains, pembelajaran fisikaAbstract
Penerapan model pembelajaran CCDSR (condition, construction, development, simulation, reflection) dapat melatihkan keterampilan proses sains (KPS) siswa SMA Negeri 8 Kota Ternate. Jenis penelitian ini adalah Penelitian Tindakan kelas (PTK) yang diterapkan pada 36 orang siswa dengan dua kali siklus penelitian. Masing-masing siklus terdiri dari empat kali pertemuan. Penerapan CCDSR menunjukkan bahwa KPS siswa menggunakan model pembelajaran CCDSR pada siklus I yaitu skor perolehan tertinggi 2,03 dan sejumlah 47,2% siswa memiliki KPS tergolong dalam kriteria rendah, dan 52,8% pada kategori sedang, dan tidak seorangpun KPS siswa pada kategori tinggi. Penerapan model pembelajaran CCDSR pada siklus II memberikan dampak peningkatan pada KPS siswa dengan skor perolehan tertinggi 2,94 dan 13,8% berada pada kriteria sedang, 86,2% berada pada kriteria tinggi, 13,8% pada kategori sedang, dan tidak ada KPS siswa yang berada pada kategori rendah. Implikasi penelitian ini adalah model pembelajaran CCDSR dapat digunakan untuk melatihkan keterampilan proses sains siswa SMA.
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References
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Arabacioglu, S., & Unver, A. O. (2016). Supporting inquiry-based laboratory practices with mobile learning to enhance students process skills in science education. Journal of Baltic Science Education, 15(2), 216-230.
Arends, R. I. (2012). Learning to teach. New York: McGraw-Hill Companies.
Bandura, A. (1977). Self-efficacy: Toward unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Colvill, M., & Pattie, I. (2002). The building blocks for scientific literacy. Australian Primary & Junior Science Journal, 18(3), 20-30.
Dogan, I., & Kunt, H. (2016). Determination of prospective preschool teachers' science process skills. Journal of European Education, 6(1), 32-42.
Indrawati, (2005). Implemntasi model observasi dan simulasi (OBSIM) untuk meningkatkan kemampuan mengajar awal mahasiswa pendidikan guru fisika sekolah menengah. (Disertasi tidak diterbitkan). Program Pascasarjana Universitas Pendidikan Indonesia, Bandung, Indonesia.
Karsli, F., & Ayas, A. (2014). Developing a laboratory activity by using 5e learning model on student learning of factors affecting the reaction rate and improving scientific process skills. Procedia-Social and Behavioral Sciences, 143, 663-668.
Karsli, F., & Sahin, C. (2009). Developing worksheet based on science process skills: Factors affecting solubility. Asia-Pacific Forum on Science Learning and Teaching, 10(1), 1-16.
Limatahu I., Suyatno, Wasis, & Prahani, B.K. (2018). The effectiveness of CCDSR learning model to improve skills of creating lesson plan and worksheet science process skills (SPS) for pre-service physics teacher. Journal Physics: Conference Series, 997(1), 012032.
Limatahu, I. (2018). Model pembelajaran CCDSR Penerapan Model CCDSR (condition, construction, development, simulation, and reflection) untuk meningkatkan keterampilan proses sains calon guru fisika. (Disertasi Doktor tidak dipublikasikan). Pascasarjana Unesa, Surabaya, Indonesia.
Limatahu, I., Wasis, Suyatno, S., & Prahani, B.K. (2018). Development of CCDSR teaching model to improve science process skills of pre-service physics teachers. Journal of Baltic Science Education, 17(5), 812-827.
Moreno, R. (2010). Educational psychology. New Mexico. John Wiley & Sons.
National Research Council. (2015). Enhancing the effectiveness of team science.Committee on the Science of Team Science, N.J. Cooke and M.L. Hilton, Editors. Board on Behavioral, Cognitive, & Sensory Sciences, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
Orlich, R. J. (2010). Teaching strategies. A guide to effective instruction. Boston: Wadsworth 25 Thomson Placa.
Prayitno, B.A., Corebima, D., Susilo, H., Zubaidah, S., & Ramli, M. (2017). Closing the science process skills gap between students with high and low-level academic achievement. Journal of Baltic Science Education, 16(2), 266-277.
Rosa, F.O. (2015). Pengembangan modul pembelajaran IPA SMP pada materi tekanan berbasis keterampilan proses sains. Jurnal Pendidikan Fisika, 3(1), 49-63.
Slavin, E. R. (2011). Educational psychology. Theory and practice. New York: Pearson.
Sudiarman, Soegimin, W.W., & Susantini, E. (2015). Pengembangan perangkat pembelajaran fisika berbasis inkuiri terbimbing untuk melatihkan keterampilan proses sains dan meningkatkan hasil belajar pada topik suhu dan perubahannya. Jurnal Penelitian Pendidikan Sains, 4(2), 636-647.
Suyidno, Nur, M., Yuanita, L., Prahani, B. K., & Jatmiko, B. (2018). Effectiveness of creative responsibility- based teaching (CRBT) model on basic physics learning to increase students scientific creativity and responsibility. Journal of Baltic Science Education, 17 (1), 136-151.
Yunita, Y., Poedjiastoeti, S., & Agustini, R. (2017). Pengembangan perangkat pembelajaran IPA model inkuiri terbimbing ditunjang media PhET untuk meningkatkan keterampilan proses sains siswa. Jurnal Penelitian Pendidikan Sains, 7(1), 1407-1415.
Zakar, Z., & Baykara, H. (2014). Inquiry-based laboratory practices in a science teacher training program. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), 173-183.
Zeidan, A. H. & Jayosi, M. R. (2015). Science process skills and attitudes toward science among Palestiniansecondary school students. World Journal of Education, 5(1), 13-24.
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Published
2020-05-21
How to Cite
Rahman, R. A., & Limatahu, I. (2020). MELATIHKAN KETERAMPILAN PROSES SAINS SISWA SMA NEGERI 8 KOTA TERNARTE MELALUI PENERAPAN MODEL PEMBELAJARAN CCDSR (CONDITION, CONSTRUCTION, DEVELOPMENT, SIMULATION, REFLECTION). JPPS (Jurnal Penelitian Pendidikan Sains), 9(2), 1783–1789. https://doi.org/10.26740/jpps.v9n2.p1783-1789
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