PENGEMBANGAN ALAT EVALUASI MODEL PETA KONSEP DALAM PEMBELAJARAN INKUIRI MATERI EKOSISTEM - Muthmainnah, Alaena Naelu; E.S., Sri Mulyani; Rudyatmi, Ely (FMIPA UNNES, 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.