PENGEMBANGAN SUBJECT SPECIFIC PEDAGOGY (SSP) BERBASIS OUTDOOR LEARNING MODEL CONTEXTUAL TEACHING LEARNING (CTL) UNTUK PENGUATAN ECOLOGICAL LITERACY PADA MATERI LINGKUNGAN HIDUP

Achmad Mashfufi, 2017. PENGEMBANGAN SUBJEK SPESIFIK PEDAGOGY (SSP) BERBASIS OUTDOOR LEARNING MODEL CONTEXTUAL TEACHING LEARNING (CTL) UNTUK PENGUATAN ECOLOGICAL LITERACY PADA MATERI LINGKUNGAN HIDUP. TESIS. Pembimbing I: Prof. Dr. H. Soegiyanto, SU Pembimbing II: Puguh Karyanto, S.Si, Ph.D, Program PascaSarjana Kependidikan. Pendidikan Kependudukan dan Lingkungan Hidup (PKLH). Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret. ABSTRAK Tujuan penulisan tesis yaitu: (1) Mengetahui karakteristik perangkat SSP berbasis Outdoor Learning model CTL materi lingkungan hidup untuk kelas XI SMA. (2) Mengetahui kelayakan perangkat SSP berbasis Outdoor Learning model CTL materi lingkungan hidup untuk kelas XI SMA. (3) Mengetahui efektivitas perangkat SSP berbasis Outdoor Learning model CTL materi lingkungan hidup untuk kelas XI SMA. Jenis penelitian ini adalah Research and Development. Tahapan R & D menggunakan model pengembangan 4D, dalam penelitian ini peneliti hanya berfokus pada tahap 3-D (Define, Design, Develop). Tahap penyebaran (disseminate) tidak dilakukan karena tujuan penelitian hanya sampai pada tahap pengembangan produk. Untuk uji efektifitas menggunakan model pre test – post test hasil belajar dan penguatan ecological literacy pada kelas eksperimen dan kelas kontrol. Dan menggunakan analisis N-Gain dan Uji-T Berdasarkan analisis data, dapat disajikan hasil penelitian sebagai berikut: (1) Karakteristik SSP berbasis Outdoor Learning model CTL pada materi lingkungan hidup terdapat pada integrasi tahapan pembelajaran berbasis Outdoor Learning dengan menyisipkan tujuh komponen CTL dan penyisipan dimensi NEP yang terdiri dari limits to growth, balance of nature, anti-anthropocentrism, anti-exemptionalism dan dimensi eco-crisis. (2) Hasil validasi dari tim ahli menunjukan rata-rata penilaian RPP sebesar 78%, termasuk kriteria sangat layak; rata-rata penilaian modul sebesar 81%, termasuk kriteria sangat layak; rata-rata penilaian LKS sebesar 81% termasuk kriteria sangat layak; rata-rata penilaian instrument penilaian sebesar 83%, termasuk kriteria sangat layak. (3) Perhitungan efektifitas menunjukkan Peninggkatan skore pre-test ke post-test sebesar 0,538 sementara peningkatan pada kelas kontrol hanya sebesar 0,392 sehingga dapat disimpulkan kelas eksperimen yang menggunakan SSP berbasis Outdoor learning model CTL dalam proses pembelajaran lebih efektif dibandingkan kelas kontrol Kata Kunci : SSP, Outdoor learning, model CTL, Penguatan Ecology Literacy. Achmad Mashfufi, 20217. DEVELOPMENT OF SUBJECT SPECIFIC PEDAGOGY (SSP) BASED OUTDOOR LEARNING MODEL CONTEXTUAL TEACHING LEARNING (CTL) FOR REINFORCEMENT OF ECOLOGICAL LITERACY ON LIVING ENVIRONMENT. THESIS, Advisor I: Prof. Dr. H. Soegiyanto, SU Advisor II: Puguh Karyanto, S.Si, Ph.D. Education Postgraduate Program. Population and Environment Education. Teacher and Education Faculty of Sebelas Maret University. ABSTRACT The aims of this thesis writing are: (1) to know the equipment characteristic of SSP based outdoor learning model CTL on living environment subject for XI grade of SMA (2) To know the expedient equipment of SSP based Outdoor Learning Model CTL on living environment subject for XI grade of SMA (3) to know the equipment effectively of Subject Specific Pedagogy (SSP) based outdoor learning model CTL on living environment subject for XI grade of SMA. This research was Research and Development. R & D stage used 4D development model. This research was only focused on 3-D stage (Define, Design, and Develop). The disseminate stage was not done because the research aim was only reached the stage of product development. The effectiveness test used pre test – post test of learning outcome and ecological literacy reinforcement in experiment and control class and used N-Gain analysis and T-test. Based on the data analysis, the research result can be presented as follows: (1) the characteristic of SSP based Outdoor Learning by inserting seven components of CTL and insert of NEP dimension consisted of limits to growth, balance of nature, anti-anthropocentrism, and eco-crisis dimension. (2) Validating result from team expert showed the average assessment of RPP was 78%, including very fair criteria; the average assessment of module was 81%, including very fair criteria; the average assessment of LKS was 81%, including very fair criteria; the average assessment of instrument was 83%, including very fair criteria. (3) The effectiveness count showed an improvement of pre-test to post-test score was 0,538, while improvement in control class was only 0,392, so it can be concluded that experiment class used SSP based outdoor learning model CTL in learning process more effective that control class. Key word: SSP, Outdoor Learning, CTL Model, Ecological Literacy Reinforcemen