PENGEMBANGAN ALAT EVALUASI MODEL PETA KONSEP DALAM PEMBELAJARAN INKUIRI MATERI EKOSISTEM - Muthmainnah, Alaena Naelu; E.S., Sri Mulyani; Rudyatmi, Ely (Journal of Biology Education, 2012)
Tujuan penelitian untuk mengembangkan dan menguji validitas serta reliabilitas alat evaluasi model peta konsep dalam pembelajaran inkuiri materi ekosistem. Metode penelitian yang digunakan Research and Development (R & D) dengan mengembangkan alat evaluasi model peta konsep tanpa daftar konsep dan dengan daftar konsep. Implementasi alat evaluasi dilakukan pada siswa kelas VII E dan VII A SMP Negeri 6 Pekalongan. Data penelitian meliputi hasil belajar yang dianalisis dengan korelasi product moment dan reliabilitas rata-rata, tanggapan siswa yang dianalisis dengan deskriptif persentase dan tanggapan guru yang dianalisis dengan deskriptif kualitatif. Hasil penelitian menunjukkan validitas dua soal peta konsep tanpa daftar konsep sebesar 0,928 dan 0,833, sedangkan reliabilitasnya sebesar 0,998 dan 0,999. Validitas dua soal peta konsep dengan daftar konsep sebesar 0,872 dan 0,880, sedangkan reliabilitasnya sebesar 0,998 dan 0,990. Tanggapan siswa dan guru terhadap alat evaluasi yang dikembangkan sangat positif  karena mudah dipahami dan praktis. Simpulan penelitian ini telah dikembangkan alat evaluasi model peta konsep yang valid, reliabel dan praktis untuk  mengukur struktur kognitif siswa. Research aimed to develop and measure its validity and reliability of  the  concept mapping assessment tools in inquiry learning models on ecosystem. This research used Research and Development approaches in  developing  the  concept mapping assessment tools with key concept lists  provided and  without the selected  key concept list. The implementation of the assessment tools was given to  students VII E and VII A at Public Yunior High School SMP 6 Pekalongan. Data collected were such as learning results which were analysed by  product moment corelation and reliability average, student responses which were analysed  descriptively in percentage, and teacher responses analysed  qualitatively.  The result of the research showed that validity of  the  concept mapping assessment tools without  key concep lists  provided  were 0,928  and 0,833 , but their reliabilities were each 0,998 and 0,999. Validity of  the  concept mapping assessment tools with key concep lists  provided  0,872 and 0,880, but  their reliabilities were 0,998 and 0,990. Student and teacher responses to the  concept mapping assessment tools were so positive because they were easy to learn and practice. In sum, the  concept mapping assessment tools were valid, reliable and easily implemented  to measure cognitive structures of students.