Pengaruh Problem Based Learning dan Kecerdasan Naturalis Terhadap Pemahaman Siswa Tentang Konservasi Lingkungan Hidup

Suhirman Suhirman, M Harja Efendi, Hunaepi Hunaepi

Abstract


This study aimed to investigate the effects of problem-based learning and naturalist intelligence on the students’ comprehension of environmental conservation. This experiment research with treatment by level 3 x 2 design was conducted at MAN 1 Praya. The treatments were given are problem-based learning (A1), and the expository learning (A2) to both groups of the students with high naturalist intelligence (B1) and the students with low naturalist intelligence (B2). Two treatment groups were randomly selected in six classes of students of the X-MIPA class. The grouping of the students by B1 and B2 was based on the their naturalist intelligence test scores. The data on the students’naturalist intelligence and students’ comprehension of environmental conservation were collected through test . The data were analyzed using anava at 0,05 significance level. The results of the study showed that the problem-based learning affected the students’ comprehension of environmental conservation, naturalist intelligence does not affect the students’ comprehension of environmental conservation, and the interaction between the problem-based learning and naturalist intelligence did not affect the students’ comprehension of environmental conservation.

Keywords


problem-based learning; expository learning; naturalist intelligence; comprehension of environmental conservation

Full Text:

PDF

References


Annie R. Hoekstra de Roos. (2017). Naturalistic Intelligence. (Belgium: International Montessori Schools and Child Development Centres Brussels.

Boelens, R., Wever, B. De, Rosseel, Y., Verstraete, A. G., & Derese, A. (2015). What are the most important tasks of tutors during the tutorials in hybrid problem-based learning curricula ? BMC Medical Education, (15:84), 1–8. https://doi.org/10.1186/s12909-015-0368-4

Çakıroğlu, Ü., & Öztürk, M. (2017). Flipped Classroom with Problem Based Activities : Exploring Self-regulated Learning in a Programming Language Course. Educational Technology & Society, 20(1), 337–349.

F.Servant‑Miklos, V. (2018). Problem solving skills versus knowledge acquisition: the historical dispute that split problem‑based learning into two camps. Adv in Health Sci Educ, 1–17. https://doi.org/doi.org/10.1007/s10459-018-9835-0 REFLECTIONS Problem

Faizah, S., Miswad, S., & Haryan, S. (2013). Pengembangan perangkat pembelajaran berbasis masalah untuk meningkatkan soft skill dan pemahaman konsep. Jurnal Pendidikan IPA Indonesia, 2(2), 120–128.

Hartini, T. I., Kusdiwelirawan, A., & Fitriana, I. (2014). Pengaruh berpikir kreatif dengan model problem based learning (pbl) terhadap prestasi belajar fisika siswa dengan menggunakan tes open ended. Jurnal Pendidikan IPA Indonesia, 3(1), 8–11.

Luthfi, A., & Wijaya, A. (2011). Persepsi masyarakat sekaran tentang konservasi lingkungan. Jurnal Komunitas, 3(1), 29–39.

Machin, A. (2014). Implementasi pendekatan saintifik, penanaman karakter dan konservasi pada pembelajaran materi pertumbuhan. Jurnal Pendidikan IPA Indonesia, 3(1), 28–35.

Prasetyant, N. M., Sari, D. N., & Sajidan. (2016). Penerapan model pembelajaran problem based learning (PBL) untuk meningkatkan kemampuan proses berpikir kognitif peserta didik kelas XI MIPA-1 SMA Negeri 3 Surakarta tahun pelajaran 2015/2016. JURNAL INKUIRI, 5(2), 5.

Rachman, M. (2012). Konservasi nilai dan warisan budaya, 1(1), 30–39.

Sookram, R. (2013). Environmental attitudes and environmental stewardship : implications for sustainability attitudes and environmental stewardship : implications. The Journal of Values-Based Leadership, 6(2).

Thamrin, H. (2013). Kearifan lokal dalam pelestarian lingkungan (the lokal wisdom in environmental sustainable ). Kutubkhanah, 16(1), 46–59.

Trianto, & Suseno, H. (2017). Desain Pengembangan Kurikulum 2013 di Madrasah, (Depok. Depok: Kencana Prenada Media Grup.

Witte, K. De, & Rogge, N. (2016). Problem-based learning in secondary education : evaluation by an experiment. Education Economics, 24(1), 58–82.

WorldPopulationClock. (2017). 7.6 Billion People 2017. Retrieved from www.worldometers.info. Retrieved 2017-10-08.

Yasinta, K. A., & Karyanto, P. (2016). Pengembangan Subject Specific Pedagogy Berbasis PBL Untuk Penguatan Sikap Peduli Lingkungan Siswa Kelas X IPA SMA Negeri Y Karanganyar Development of Subject Specific Pedagogy Based on PBL To Reinforce Student ’ s Environmental Attitude in Grade X IPA SMA. Proceeding Biology Education Conference, 13(1), 272–279.

Yusup, F., & Munandar, A. (2015). Pengembangan Instrumen Penilaian Sikap terhadap Lingkungan yang Valid dan Reliabel bagi Siswa SMA Developing a Valid and Reliable Environmental Attitude Instrument for High School Student. Seminar Nasional XII Pendidikan Biologi FKIP UNS, 292–296.




DOI: https://doi.org/10.36312/essh.v1i1.40

Article Metrics

Abstract view : 7 times
PDF - 5 times

Refbacks

  • There are currently no refbacks.