pengaruh model project based learning berbasis … fileberdasarkan revisi taksonomi bloom skala c4...

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PENGARUH MODEL PROJECT BASED LEARNING

BERBASIS POTENSI MAKROALGA DAERAH PESISIR

TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA

PADA MATERI EKOSISTEM DI SMA NEGERI 1 TANJUNGSARI

GUNUNGKIDUL DIY

Oleh :

MILYARDA SHADAIKA

K4310056

Skripsi

Ditulis dan diajukan untuk memenuhi syarat guna mendapatkan gelar Sarjana

Pendidikan Program Pendidikan Biologi Jurusan Pendidikan Matematika dan

Ilmu Pengetahuan Alam

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS SEBELAS MARET

SURAKARTA

2014

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PERSETUJUAN

Skripsi ini telah disetujui untuk dipertahankan di hadapan Tim Penguji Skripsi

Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta.


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Prof. Dr. H. Muhammad Furqon Hidayatullah, M.Pd.

NIP. 196007271987021001


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MOTTO

Study now, love later.


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DEDICATION

This thesis is dedicated to all lecturers who have initiated projects intended to

improve biological education in Indonesia. I hope the implications of this thesis

provide ideas for all schools in Indonesia. During the research, I know that all

students have potential to become good thinkers if teachers can enhance and

stimulate development of higher level thinking of students. I hope that through

this thesis, effort to rethink and reform instructional method which focus on

higher order thinking skills to face 21st century.


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ABSTRAK

Milyarda Shadaika. PENGARUH MODEL PROJECT BASED LEARNING

BERBASIS POTENSI MAKROALGA DAERAH PESISIR TERHADAP

KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI EKOSISTEM DI

SMA NEGERI 1 TANJUNGSARI GUNUNG KIDUL D. I. YOGYAKARTA.

Skripsi, Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas

Sebelas Maret, Surakarta, Desember 2014. Penelitian ini bertujuan untuk mengetahui pengaruh model Project Based

Learning (PjBL) berbasis potensi makroalga daerah pesisir terhadap kemampuan

berpikir kritis siswa pada konsep ekosistem. Penelitian dilaksanakan di SMAN 1

Tanjungsari Tahun Akademik 2013/2014. Populasi dalam penelitian ini adalah

seluruh siswa kelas X MIA. Teknik pengambilan sampel dengan cluster random

sampling, yaitu kelas eksperimen (penerapan PjBL berbasis potensi makroalga) dan

kelas kontrol. Penelitian menggunakan metode eksperimen semu dengan rancangan

posttest-only control group design. Pengumpulan data dilakukan selama satu bulan

atau empat kali pertemuan dengan waktu 2 jam (45 menit setiap pertemuan). Teknik

pengumpulan data menggunakan tes uraian yang merujuk pada level kognitif

berdasarkan revisi Taksonomi Bloom skala C4-C6, yakni menganalisis,

mengevaluasi, dan mencipta. Seluruh data dianalis menggunakan Uji t pada taraf

signifikasi 5%. Observasi dilakukan selama proses pembelajaran untuk mendapatkan

informasi pada proses berpikir kritis siswa. Hasil penelitian disimpulkan bahwa

penerapan model PjBL berbasis potensi makroalga daerah pesisir berpengaruh secara

signifikan terhadap kemampuan berpikir kritis siswa.

Kata kunci: project based learning, potensi lokal, kemampuan berpikir kritis


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ABSTRACT

Milyarda Shadaika. THE EFFECT OF PROJECT BASED LEARNING

MODEL BASED ON MACROALGAE SEASHORE POTENCY ON STUDENTS’

CRITICAL THINKING SKILLS IN ECOSYSTEM CONCEPT AT SMAN 1

TANJUNGSARI GUNUNGKIDUL D. I. YOGYAKARTA. Thesis, Biology Teacher

Education Program Departement of Mathematics and Sciences Education Faculty of

Teacher Training and Educational Sciences, University of Sebelas Maret, Surakarta,

Desember 2014

This research aims to know the effect of Project Based Learning (PjBL) based

on macroalgae potency of seashore toward students critical thinking skills. This

research was held at SMAN 1 Tanjungsari in academic year 2013/2014. All

student of grade X MIA had been chosen as a research population. Randomly, two

classes were selected representing the experimental class (implementation PjBL

based on macroalgae potency of seashore) and the control class. A quasi-

experimental method was designed to achieve the research objectives. Data were

collected during one month or four meetings consist two hours (45 min each).

Critical thinking was measured through essay test which were formulated based

on cognitive scale of Bloom taxonomy (C4–C6). All the data were analyzed using

t-test method with α=5%. Observation of learning process was also done to get

information on critical thinking process. The result showed that implementation of

PjBL based on localities influenced significantly on students’ critical thinking

skills.

Keywords: project based learning, localities, critical thinking.


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FOREWORD

I thank God for given me the opportunity to finally accomplish my thesis.

This thesis would not have been possible without the guidance and the help of

several persons who contributed in and extended their valuable assistance in the

preparation and completion of this study. Their excitement and willingness to

provide feedback made the completion of this research is an enjoyable experience.

And I would like to thank greatfully the following people:

1. First advisor, Murni Ramli, S.P, M.Si., Ed.D, who helped me brainstrom ideas

during research, and also suggested me ideas and comments to improve my

work.

2. Second advisor, Nurmiyati, S.Pd., M.Si., for give me a chance to get involved

in macroalgae research in Gunungkidul, D. I. Yogyakarta

3. Macroalgae researchers project team, Dr. Widoretno, M.Si., Nurmiyati, S.Pd.,

M.Si., Meti Indrowati, S.Si., M.Si., and Marsusi, M.Si., Ph.D., for allowing me

to use the macroalgae research in this thesis.

4. All lecturers of the Departement of Biology Teacher Education, for the

knowledges and insights their has shared.

5. All biology teachers of SMA Negeri 1 Tanjungsari for always willing to lend

helping hands.

6. The students of SMA Negeri 1 Tanjungsari, who took part in making this thesis

real.

7. My great parents, for constantly supporting me and also for their patience in

waiting for me to finish the bachelor study.

8. The colleagues, for being ‘on call’ to answer my many questions and for

keeping me on task.

9. And last but not least, a big thank you to all others who gave input about this

thesis.

Milyarda Shadaika


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DAFTAR ISI

HALAMAN JUDUL ........................................................................................ i

HALAMAN PERNYATAAN .......................................................................... ii

HALAMAN PERSETUJUAN PEMBIMBING ............................................... iii

HALAMAN PENGESAHAN PENGUJI ......................................................... iv

HALAMAN MOTTO ....................................................................................... v

HALAMAN PERSEMBAHAN ...................................................................... vi

ABSTRAK ....................................................................................................... vii

KATA PENGANTAR .................................................................................... ix

DAFTAR ISI .................................................................................................... x

DAFTAR TABEL ........................................................................................... xii

DAFTAR GAMBAR ........................................................................................ xiii

DAFTAR LAMPIRAN .................................................................................. xiv

BAB I. PENDAHULUAN ...........................................................................

A. Latar Belakang Masalah ..................................................................

B. Rumusan Masalah .........................................................................

C. Tujuan Penelitian ............................................................................

C. Manfaat Penelitian .........................................................................

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1

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BAB II. KAJIAN PUSTAKA ......................................................................

A. Kajian Teori ...................................................................................

1. Hakikat Pembelajaran Biologi .....................................................

2. Pendekatan Pembelajaran Konstruktivisme ................................

3. Kemampuan Berpikir Kritis ........................................................

4. Model Project Based Learning ....................................................

5. Pembelajaran Berbasis Potensi Lokal ..........................................

B. Penelitian yang Relevan .................................................................

1. Project Based Learning .............................................................

2. Kemampuan Berpikir Kritis ......................................................

C. Kerangka Berpikir ............................................................................

D. Hipotesis .........................................................................................

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BAB III. METODOLOGI PENELITIAN ...................................................

A. Tempat dan Waktu Penelitian .........................................................

B. Rancangan Penelitian ......................................................................

C. Populasi dan Sampel .......................................................................

D. Teknik Pengambilan Sampel .........................................................

E. Teknik Pengumpulan Data .............................................................P

F. Validitas Instrumen Penelitian ........................................................

G. Analisis Data ...................................................................................

H. Prosedur Penelitian .....................................................................

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24

25

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27

28

32

35

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BAB IV. HASIL DAN PEMBAHASAN ....................................................

A. Deskripsi Data .................................................................................

1. Deskripsi Hasil Kemampuan Berpikir Kritis ...............................

2. Deskripsi Tingkatan Kemampuan Berpikir Kritis .......................

B. Data Pendukung ..............................................................................

1. Deskripsi Nilai Hasil Belajar Siswa Ranah Keterampilan ......

2. Deskripsi Nilai Hasil Belajar Siswa Ranah Sikap ……........

C. Pengujian Hipotesis .......................................................................

D. Pembahasan Analisis Data .............................................................

1. Pelaksanaan Model PjBL berbasis Potensi Makroalga Daerah

Pesisir terhadap Kemampuan Berpikir Kritis ...........................

2. Pengaruh Model PjBL berbasis Potensi Makroalga Daerah

Pesisir terhadap Kemampuan Berpikir Kritis ............................

3. Pengaruh Model PjBL berbasis Potensi Makroalga Daerah

Pesisir terhadap Tingkatan Kemampuan Berpikir Kritis ...........

4. Pengaruh Model PjBL Potensi Makroalga Daerah Pesisir

terhadap Sikap dan Keterampilan ...............................................

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BAB V. SIMPULAN, IMPLIKASI DAN SARAN ....................................

A. Simpulan ..........................................................................................

B. Implikasi ...........................................................................................

C. Saran ...............................................................................................

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DAFTAR PUSTAKA ....................................................................................... 59

LAMPIRAN ..................................................................................................... 65


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DAFTAR TABEL

Tabel 1.1 Daftar Potensi Lokal/Lokasi Dekat Sekolah yang Dimanfaatkan .... 5

Tabel 2.1 Aspek Kemampuan Berpikir Kritis .................................................... 12

Tabel 3.1 Waktu Pelaksanaan Kegiatan Penelitian ............................................ 24

Tabel 3.2 Rancangan Penelitian Post-test Only Control Group ......................... 25

Tabel 3.3 Hasil Uji Normalitas .......................................................................... 27

Tabel 3.4 Hasil Uji Homogenitas ...................................................................... 28

Tabel 3.5 Contoh Tes Uraian C4-C6 ................................................................. 29

Tabel 3.6 Hasil Uji Validitas Soal Kemampuan Berpikir Kritis ....................... 34

Tabel 3.7 Skala Penilaian Realibilitas Butir Soal ................................................ 35

Tabel 3.8 Hasil Uji Realibilitas Soal Uji Coba Kemampuan Berpikir Kritis ..... 35

Tabel 4.1 Deskripsi Data Kemampuan Berpikir Kritis Siswa ........................... 40

Tabel 4.2 Deskripsi Data Hasil Belajar Siswa Ranah Keterampilan ................. 44

Tabel 4.3 Hasil Analisis Pengaruh Model Project Based Learning Berbasis

Potensi Makroalga Daerah Pesisir Terhadap Keterampilan Siswa .....

45

Tabel 4.4 Deskripsi Data Hasil Belajar Siswa Ranah Sikap ............................. 45


Potensi Makroalga Daerah Pesisir Terhadap Sikap Siswa ................

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Tabel 4.6 Hasil Uji Normalitas Data Kemampuan Berpikir Kritis Siswa ......... 47

Tabel 4.7 Hasil Uji Homogenitas Data Kemampuan Berpikir Kritis Siswa ....... 47


Potensi Makroalga Daerah Pesisir Terhadap Kemampuan Berpikir

Kritis Siswa .......................................................................................

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Tabel 4.9 Perbandingan Model Project Based Learning Berbasis Potensi

Makroalga Daerah Pesisir dengan Variasi Model Konvensional .......

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DAFTAR GAMBAR

Gambar 2.1 Kerangka Berpikir .......................................................................... 22

Gambar 3.1 Paradigma Penelitian ....................................................................... 26

Gambar 3.2 Prosedur Penelitian ....................................................................... 38

Gambar 4.1 Distribusi Kemampuan Berpikir Kritis Siswa ............................... 41

Gambar 4.2 Presentase Tingkatan Kemampuan Berpikir Kritis Siswa ............ 42

Gambar 4.4 Hasil Belajar Siswa Ranah Keterampilan ..................................... 44

Gambar 4.5 Hasil Belajar Siswa Ranah Sikap ................................................. 46


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DAFTAR LAMPIRAN

Lampiran 1 Instrumen Penelitian ...................................................................

a. RPP Model PjBL Berbasis Potensi Makroalga Daerah

Pesisir ..............................................................................

b. RPP Model Konvensional .................................................

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Lampiran 2 Data Kemampuan Awal Siswa .................................................. 122

Lampiran 3 Uji Validitas dan Realibilitas Tryout ......................................... 127

Lampiran 4 Uji Hipotesis .............................................................................. 128

Lampiran 5 Hasil Tingkatan Kemampuan Berpikir Kritis Siswa .................... 131

Lampiran 6 Hasil Belajar Ranah Sikap .......................................................... 133

Lampiran 7 Hasil Belajar Ranah Keterampilan ............................................. 136

Lampiran 8 Hasil Wawancara ....................................................................... 139

Lampiran 9 Dokumentasi ............................................................................. 142

Lampiran 10 Surat-surat ................................................................................. 144


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