Pengembangan Model Contextual Problem Based Learning (Co PBL) Melalui Peta Konsep pada Mata Pelajaran IPA di Sekolah Dasar

Issufiah Dwi Nuryati. 2018. Pengembangan model Contextual Problem-Based Learning (Co PBL) Melalui Peta Konsep pada Mata Pelajaran Ilmu Pengetahuan Alam di Sekolah Dasar. Disertasi. Program S3 Ilmu Pendidikan, Universitas Sebelas Maret Surakarta. Promotor : Prof. Dr. Sunardi, M.Sc., Co Promotor 1 : Prof. Dr. Sri Anitah W., M.Pd., Co Promotor 2: Prof. Drs. Gunarhadi, MA, Ph.D. Abstrak Penelitian Pengembangan ini bertujuan untuk: 1) memperoleh gambaran pembelajaran Ilmu Pengetahuan Alam (IPA) dan kemampuan siswa dalam memecahkan masalah; 2) menghasilkan model pembelajaran dengan menggabungkan model Contextual Teaching Learning (CTL), Problem Based Learning (PBL), dan peta konsep yang diberi nama Contextual Problem Based Learning (Co PBL) melalui peta konsep pada mata pelajaran IPA di SD; dan 3) mengetahui keefektifan model yang mampu meningkatkan kemampuan siswa memecahan masalah. Langkah dalam pengembangan model Co PBL merupakan integrasi dari prinsip pembelajaran kontekstual dengan PBL melalui peta konsep. Model ini untuk melatih siswa memecahkan masalah dunia nyata dengan proses pembelajaran melalui eksperimen sederhana, mengaitkan dengan kehidupan nyata, mengumpulkan informasi, menganalisis, mengkomunikasikan, dan membuat simpulan atau keputusan. Selanjutnya konsep-konsep yang dapat dipelajari disusun dan dirangkum dalam suatu peta konsep untuk memudahkan siswa memahami materi yang dipelajari sekaligus mempermudah untuk menyelesaikan masalah-masalah sederhana dalam kehidupan nyata. Metode dalam penelitian ini adalah penelitian pengembangan dengan menggabungkan model dari Borg & Gall (1983) dan Dick, Carey, and Carey (2009) yang disederhanakan menjadi tiga tahapan yaitu tahap pra penelitian, tahap pengembangan model, dan tahap uji keefektifan. Pada tahap pengembangan dilakukan validasi dari pakar dan praktisi. Selanjutnya dilakukan uji coba terbatas dan uji coba luas untuk mengetahui keefektifan model yang dikembangkan. Metode yang digunakan untuk uji keefektifan adalah eksperimen dengan model post test only control design. Uji keefektifan digunakan independent t-tes untuk menguji perbedaan hasil antara kelompok eksperimen dan kelompok kontrol. Hasil analisis data keberterimaan siswa terhadap proses pembelajaran dengan model Co PBL melalui peta konsep menunjukkan bahwa 51,66% siswa menyatakan pembelajaran sangat menyenangkan dan materi mudah diterima, 44% siswa menyatakan pembelajaran menyenangkan dan materi mudah diterima, 4,33% siswa menyatakan cukup menarik dan materi mudah diterima. Hasil uji keefektifan mean post test kelompok ekspermen sebesar 79,81, sedangkan mean kelompok kontrol 66,49. Nilai t signifikansi (2-tailed) sebesar 0,000 lebih kecil dari 0,05 (p = 0,000 < 0,05), maka terdapat perbedaan antara hasil tes kelompok eksperimen dengan kelompok kontrol. Disimpulkan bahwa model pembelajaran Co PBL melalui peta konsep lebih efektif untuk meningkatkan kemampuan siswa dalam memecahkan masalah dibanding dengan model pembelajaran langsung dan layak diterapkan di Sekolah Dasar kelas IV, V, dan VI. Kata Kunci : Contextual Problem-Based Learning (Co PBL), peta konsep, pemecahan masalah. Issufiah Dwi Nuryati. 2018. Development of Contextual Problem-Based Learning (Co PBL) Model with Concept Mapping in Natural Science Subject Matter at Primary School. Dissertation, S3 Program in Education Science, Sebelas Maret University, Surakarta.: Promoter : Prof. Dr. Sunardi, M.Sc., Co-promoter 1 : Prof. Dr. Sri Anitah W., M.Pd., Co-promoter 2: Prof. Drs. Gunarhadi, MA, Ph.D. ABSTRACT The objectives of this research and development are: (1) to obtain descriptions of Natural Science learning and the students’ problem solving ability; (2) to produce a learning model by integrating or Contextual Teaching Learning Model (CTL), Problem-Based Learning (PBL) model, and concept mapping named Contextual Problem-Based Learning (Co PBL) through concept mapping in Natural Science subject matter at Primary School; and (3) to investigate the effectiveness of the developed learning model to improve the students’ problem solving ability. The stages of the Co PBL development are integration between the contextual learning principles and the PBL with concept mapping. This model is to train the students to solve real problems with learning processes through conducting simple practices/experiments, correlating them with real life, collecting information, analyzing the data, communicating the result of the analysis, and drawing conclusion or making decision. The concepts attained are then arranged and summarized in a concept mapping in order to make it easy for the students to understand the learning material being learnt and in order to make it easy for the students to solve simple problems in real life. This research employed Research and development (R&D) method by amalgamating the model of Borg and Gall (1983) and that of Dick, Carey, and Carely (2009), which was simplified into three stages, namely: preliminary research, model development, and effectiveness testing of developed model. During the development stage, validations were done by experts and practitioners. Then, pilot testing and field testing were conducted to investigate the effectiveness of the developed model. The effectiveness of the developed model was tested by using the post test only control design. The effectiveness testing used the independent t-tes so as to find the differences of results between the experimental group and the control group. The result of the data analysis shows that 51.66% of the students stated that the learning is the learning is very exciting and easily discerned; 44% of the students stated that the learning is very exciting and easily discerned; and 4.33% of the students stated that the learning is fairly exciting and easily acceptable. Furthermore, the value of the mean post test of the experimental group was 79.81 while that of the control group was 66.49. The p-value (2-tailed) was 0.000 which was less than 0.05, meaning that there is a difference of the test results between the experimental group and the control group. Thus, the developed co PBL learning model with concept mapping is more effective to improve the students’ problem solving ability than the direct-learning model, and is feasible to be applied in Grades IV, V, and VI of Primary School. Keywords: Contextual Problem-Based Learning (Co PBL), concept mapping, and problem solvin