PENERAPAN CONTEXT BASED LEARNING (CBL ...repository.upi.edu/40405/10/1. T_FIS_1706447_Title.pdfPENERAPAN CONTEXT BASED LEARNING (CBL) DENGAN STRATEGI CM2RA UNTUK MEMPERBAIKI MODEL

PENERAPAN CONTEXT BASED LEARNING (CBL) DENGAN

STRATEGI CM2RA UNTUK MEMPERBAIKI MODEL MENTAL

SISWA SMA TERKAIT KONSEP PEMANASAN GLOBAL

TESIS

diajukan untuk memenuhi sebagian syarat untuk

memperoleh gelar Magister Pendidikan Fisika

Oleh

Asep Saepul Ulum

1706447

PROGRAM STUDI PENDIDIKAN FISIKA

SEKOLAH PASCASARJANA

UNIVERSITAS PENDIDIKAN INDONESIA

2019




Oleh

Asep Saepul Ulum

S.Pd UPI Bandung, 2016

Sebuah tesis yang diajukan untuk memenuhi salah satu syarat memperoleh

gelar Magister Pendidikan (M.Pd.) pada program studi Pendidikan Fisika

© Asep Saepul Ulum 2019

Universitas Pendidikan Indonesia

Agustus, 2019

Hak Cipta dilindungi undang-undang.

Tesis ini tidak boleh diperbanyak seluruhnya atau sebagian,

dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa izin dari penulis.

ASEP SAEPUL ULUM




disetujui dan disahkan oleh pembimbing:

Pembimbing I

Prof. Dr. Andi Suhandi, M.Si.

NIP. 196908171994031003

Pembimbing II

Dr. Achmad Samsudin, M.Pd.

NIP. 198310072008121004

Mengetahui,

Ketua Program Studi Magister Pendidikan Fisika

Sekolah Pascasarjana Universitas Pendidikan Indonesia

Dr. Taufik Ramlan Ramalis, M.Si.

NIP. 195904011986011001

iv

PENERAPAN CONTEXT BASED LEARNING (CBL) DENGAN STRATEGI

CM2RA UNTUK MEMPERBAIKI MODEL MENTAL SISWA SMA

TERKAIT KONSEP PEMANASAN GLOBAL

Asep Saepul Ulum

1706447

Pembimbing I: Prof. Dr. Andi Suhandi, M.Si.

Pembimbing II: Dr. Achmad Samsudin, M.Pd.

ABSTRAK

Tujuan dari penelitian ini adalah untuk memperbaiki model mental siswa sekolah

menengah terkait dengan konsep pemanasan global melalui penerapan model CBL

menggunakan strategi CM2RA (konteks, model mikroskopis, fenomena makroskopis, dan

representasi analogi). Kategori model mental yang ditinjau meliputi model mental ilmiah,

sintetis, dan awal. Kategori model mental ini ditentukan berdasarkan data hasil tes tingkat

pemahaman konsep. Metode pra-eksperimen dengan desain satu kelompok pretest-posttest

digunakan dalam penelitian ini. Jumlah subjek penelitian adalah 40 siswa yang terdiri dari

24 siswa perempuan dan 16 siswa laki-laki, di salah satu sekolah menengah di Kabupaten

Tasikmalaya provinsi Jawa Barat. Instrumen yang digunakan untuk mengumpulkan data

adalah tes untuk memahami konsep pemanasan global dalam bentuk essai yang mencakup

tiga bagian pertanyaan. Hasil penelitian menunjukkan bahwa sebelum penerapan CBL,

persentase kategori model mental pada soal pertama; Scientific (5%), Synthetic (40%), dan

Initial (55%), sedangkan setelah penerapan CBL, jumlah siswa dalam setiap kategori

model mental menjadi; Scientific (78%), Synthetic (15%), dan Initial (7%). Pada soal

kedua, Scientific (8%), Synthetic (35%) dan Initial (58%), setelah penerapan CBL,

persentase kategori model mental menjadi: Scientific (70%), Synthetic (25%) dan Initial

(5%). Soal ketiga diperoleh: Scientific (3%), Synthetic (35%) dan Initial (58%), sedangkan

setelah penerapan CBL, persentase kategori model mental siswa menjadi; Scientific (68%),

Synthetic (28%) dan Initial (5%). Hasil ini menunjukkan bahwa implementasi CBL dengan

strategi CM2RA memiliki efektivitas tinggi dan sedang dalam memfasilitasi pencapaian

model mental Scientific.

Kata Kunci : Context Based Learning (CBL), Strategi CM2RA, Model mental

v

IMPLEMENTATION CONTEXT BASED LEARNING (CBL) WITH

CM2RA STRATEGY TO IMPROVE MENTAL MODEL OF SENIOR

HIGH SCHOOL STUDENTS RELATED TO THE CONCEPT ON

GLOBAL WARMING

Asep Saepul Ulum

1706447

Supervisor I: Prof. Dr. Andi Suhandi, M.Si.

Supervisor II: Dr. Achmad Samsudin, M.Pd.

ABSTRACT

The aim of this study is to improve the mental model of high school students related to the

concept of global warming through the implementation of the CBL model using the

CM2RA strategy (context, microscopic models, macroscopic phenomena, and analogy

representation). The mental model categories reviewed include scientific, synthetic and

initial mental models. This mental model category is determined based on the test results

data level of concept understanding. A pre-experiment method with one group pretest-

posttest design has been used in this research. The number of research subjects was 40

students consisting of 24 female students and 16 male students, in one of the high schools

in the Tasikmalaya district of West Java province. The instrument used to collect data is a

test of understanding the concept of global warming in the form of essays covering three

part of the question. The results show that prior to the implementation of CBL, the number

of students in each category of mental models in the first question was: scientific (5%),

synthetic (40%), and initial (55%), whereas after the implementation of CBL, the number

of students in each mental model categories become: scientific (78%), synthetic (15%) and

initial (7%). In the second problem are: scientific (8%), synthetic (35%), and initial (58%),

whereas after applying CBL, the number of students in each category of mental models

becomes: scientific (70%), synthetic (25%), and initial (5%). Whereas the third problem is:

scientific (3%), synthetic (35%) and initial (58%), whereas after applying CBL, the number

of students in each category of mental models becomes: scientific (68%), synthetic (28%),

and initial (5%). These results indicate that the implementation of CBL with the CM2RA

strategy has a high effectiveness in facilitating the achievement of scientific mental models.

These results indicate that the implementation of CBL with the CM2RA strategies has high

effectiveness in facilitating the achievement of the scientific mental model.

Keyword: Context Based Learning (CBL), CM2RA Strategy, Mental Model

vi

DAFTAR ISI

KATA PENGANTAR ................................................................................... i

UCAPAN TERIMA KASIH ........................................................................ ii

ABSTRAK ..................................................................................................... iv

DAFTAR ISI .................................................................................................. vi

DAFTAR TABEL ......................................................................................... viii

DAFTAR GAMBAR ..................................................................................... x

DAFTAR LAMPIRAN ................................................................................. xi

BAB I PENDAHULUAN

1.1. Latar Belakang Penelitian ......................................................................... 1

1.2. Rumusan Masalah Penelitian .................................................................... 7

1.3. Tujuan Penelitian ...................................................................................... 8

1.4. Manfaat Penelitian .................................................................................... 8

1.5. Definisi Operasional .................................................................................. 8

1.6. Struktur Organisasi Tesis .......................................................................... 9

BAB II KAJIAN PUSTAKA

2.1. Model Context Based Learning (CBL) dan Strategi CM2RA .................. 11

2.2. Model Mental ............................................................................................ 25

2.3. Materi Pemanasan Global ......................................................................... 30

2.4. Hubungan CBL dengan Strategi CM2RA dan Model Mental .................. 31

2.5. Kerangka Pikir Penelitian ......................................................................... 33

BAB III METODE PENELITIAN

3.1. Metode dan Desain Penelitian .................................................................. 36

3.2. Partisipan .................................................................................................. 37

3.3. Populasi dan Sampel ................................................................................. 37

3.4. Instrumen Penelitian ................................................................................. 37

3.5. Prosedur Penelitian ................................................................................... 39

3.6. Analisis Data ............................................................................................. 41

BAB IV TEMUAN DAN PEMBAHASAN

4.1. Temuan ..................................................................................................... 47

4.2. Pembahasan .............................................................................................. 62

vii

BAB V SIMPULAN, IMPLIKASI, DAN REKOMENDASI

5.1. Simpulan ................................................................................................... 69

5.2. Implikasi ................................................................................................... 70

5.3. Rekomendasi.............................................................................................. 70

DAFTAR PUSTAKA ....................................................................................... 71

LAMPIRAN ...................................................................................................... 78

viii

DAFTAR TABEL

Tabel Halaman

2.1. Tahapan, Aktivitas Guru, Siswa dan Perangkat Pelaksanaan CBL ............ 15

2.2. Matriks Hubungan Aktivitas CBL dengan Kompetensi Siswa .................... 17

2.3 Kategori Model Mental ................................................................................ 26

2.4 Rubrik Penilaian Levels of Understanding .................................................. 28

2.5 Rubrik Penilaian Respons Visual ................................................................. 29

2.6 Rubrik Penilaian Model Mental ................................................................... 29

2.7 Hubungan Model Pembelajaran CBL, Strategi CM2RA dan Model Mental 32

3.1. Jenis, Fungsi dan Waktu Penggunaan Instrumen Penelitian ....................... 38

3.2. Rekapitulasi Hasil Judgement Ahli .............................................................. 42

3.3. Kategori Reliabilitas Tes .............................................................................. 43

3.4. Kriteria Keterlaksanaan Model Pembelajaran ............................................. 44

3.5. Kriteria Efektivitas Penggunaan Model CBL Dengan Strategi CM2RA

dalam Memfasilitasi Perbaikan Model Mental Siswa ............................... 45

3.6. Interpretasi Kriteria Persentase Tanggapan ................................................. 46

4.1. Skor Siswa Sebelum dan Sesudah CBL pada Konsep Pemanasan Global .. 48

4.2. Data Level Pemahaman Konsep Soal Pertama Sebelum dan Setelah CBL . 49

4.3. Jumlah Siswa di setiap Kategori Model Mental terkait Konsep Pemanasan

Global Sebelum dan Sesudah Implementasi CBL ....................................... 50

4.4. Skor Siswa Sebelum dan Sesudah CBL pada Konsep Gas Rumah Kaca .... 51

4.5. Data Level Pemahaman Konsep Soal Kedua Sebelum dan Setelah CBL ... 52

4.6. Jumlah Siswa di Setiap Kategori Model Mental pada Konsep Gas Rumah

Kaca Sebelum Dan Sesudah Implementasi CBL ......................................... 53

4.7. Skor Siswa Sebelum dan Sesudah CBL pada Konsep Gelombang

Elektromagnetik ........................................................................................... 54

4.8. Data Level Pemahaman Konsep Soal Ketiga Sebelum dan Setelah CBL ... 55

4.9. Jumlah Siswa di Setiap Kategori Model Mental pada Konsep Gas Rumah

Kaca Sebelum dan Sesudah Implementasi CBL .......................................... 56

4.10. Persentase Model Mental Siswa Sebelum dan Sesudah CBL ................... 60

ix

4.11. Rekapitulasi Tanggapan Siswa Setelah Pembelajaran Model CBL dengan

Strategi CM2RA pada Konsep Pemanasan Global .................................. 61

4.12. Rekapitulasi Persentase Keterlaksanaan Pembelajaran oleh Guru ........... 62

4.13. Rekapitulasi Persentase Keterlaksanaan Pembelajaran oleh Siswa ........... 63

x

DAFTAR GAMBAR

Gambar Halaman

2.1. Kajian Phycics Triangle ............................................................................... 19

2.2. Model Interaksi Foton Molekul Gas yang digunakan Model CBL.............. 21

2.3. Model Lapisan Kaca yang digunakan dalam Penerapan Model CBL ......... 22

2.4. Analogi untuk Hamburan Foton oleh Molekul Gas ..................................... 23

2.5. Analogi Rumah Kaca untuk Pemanasan Global .......................................... 24

2.6. Bagan Kerangka Pikir Penelitian ................................................................ 35

3.1. Bagan One Group Pretest-Posttest Design .................................................. 36

3.2. Bagan Alur Penelitian .................................................................................. 40

4.1. Pola Perubahan dalam Kategori Model Mental Soal Satu yang dicapai

oleh Siswa dari Sebelum ke Setelah Mengikuti Aktivitas CBL .................. 50

4.2. Pola Perubahan dalam Kategori Model Mental Soal Dua yang dicapai


4.3. Pola Perubahan dalam Kategori Model Mental Soal Tiga yang dicapai


4.4. Grafik Model Mental Siswa pada Konsep Pemanasan Global ................... 58

4.5. Grafik Model Mental Siswa pada Konsep Gas Rumah Kaca ...................... 58

4.6. Grafik Model Mental Siswa pada Gelombang Elektromagnetik ................. 59

xi

DAFTAR LAMPIRAN

1. Perangkat Pembelajaran

1.1. Rencana Pelaksanaan Pembelajaran (RPP) ............................................... 80

1.2. Skenario Pembelajaran Pertemuan 1 ......................................................... 85

1.3. Skenario Pembelajaran Pertemuan 2 ......................................................... 90

1.4. Artikel Pertemuan 1 dan 2......................................................................... 94

2. Instrumen Tes

2.1. Kisi-kisi Soal Tes Pemahaman Konsep .................................................... 97

2.2. Lembar Validasi Isi Pemahaman Konsep ................................................. 101

2.3. Hasil Validasi Isi Tes Pemahaman Konsep .............................................. 108

2.4. Soal Tes Tes Pemahaman Konsep ............................................................ 109

2.5. Rekapitulasi Hasil Uji Coba Instrumen Pemahaman Konsep ................... 111

3. Instrumen Non Tes

3.1. Format Observasi Aktivitas Guru ............................................................. 113

3.2. Format Observasi Aktivitas Siswa ........................................................... 114

3.3. Skala Sikap Tanggapan Siswa ................................................................. 115

4. Data dan Pengolahan Data Hasil Penelitian

4.1. Rekapitulasi Hasil Aktivitas Guru dan Siswa .......................................... 117

4.2. Rekapitulasi Hasil Model Mental ............................................................. 118

4.3. Rekapitulasi Tanggapan Siswa ................................................................ 120

5. Surat Penelitian

5.1. Surat Ijin Melaksanakan Penelitian .......................................................... 122

5.2. Surat Keterangan Telah Melaksanakan Penelitian ................................... 123

6. Dokumentasi Penelitian

71

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