PERBEDAAN PENGUASAAN KONSEP DAN KEMAMPUAN SISWA DALAM MEMBUAT PETA KONSEP ANTARA PENERAPAN STRATEGI - Ratna Diyah Mustikawati; Yuni Sri Rahayu; Tjandra Kirana (Universitas Negeri Surabaya, 2017)
In reality, the score in science subject of RSBI students was unsatisfied, so that a research was conducted. The aim of this research was to differentiate the concept comprehension and the student ability in concept map between the implementation of underlining and 3R strategies. The research sample was 32 students from two groups that were underlining and 3R strategies using pretest-posttest control group design. Data were analyzed using t test (Î± = 0,05). The result of this research proved that the concept comprehension and the concept map increased in both strategies. There was difference in the concept comprehension between two strategies (p= 0,018) but there was no difference in the concept map (p= 0,221). They also shown that self assessment for student skill strategy and student respond in good categories, and the implementation of lesson plan was in very good category. The research revealed that there were differences between two strategies for concept comprehension, but the students ability in concept map were no differKenyataan di lapangan nilai siswa RSBI pada mata pelajaran IPA belum memuaskan, maka dilakukan penelitian yang bertujuan untuk membedakan penguasaan konsep dan peta konsep siswa. Sampel penelitian 32 siswa dari dua kelompok yaitu kelompok strategi menggarisbawahi dan kelompok strategi 3R dengan rancangan pretest-posttest control group design. Data dianalisis melalui uji t (Î± = 0,05). Hasil penelitian menunjukkan nilai penguasaan konsep maupun skor peta konsep meningkat pada masing-masing strategi. Ada perbedaan nilai penguasaan konsep antara kedua strategi (p = 0,018) namun tidak ada perbedaan skor peta konsep (p = 0,22). Selain itu didapatkan pula hasil penilaian diri keterampilan strategi siswa dan respon siswa dalam kategori baik serta keterlaksanaan RPP dengan hasil sangat baik. Simpulan penelitian didapatkan, untuk penguasaan konsep berbeda antara kedua strategi, sedangkan kemampuan siswa dalam membuat peta konsep tidak berbeda.