<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan pembelajaran, peningkatan reflective judgment, peningkatan pemahaman konsep dan respon siswa setelah menerapkan pembelajaran socio-scientific issues based instruction pada materi pemanasan global. Jenis penelitian yang digunakan adalah pre eksperimental dengan desain one group pre-test and post-test. Subjek penelitian terdiri dari tiga kelas yaitu kelas XI MIPA 7, XI MIPA 8, XI MIPA 9. Data pre-test dan post-test pemahaman konsep siswa dianalisis menggunakan uji t-berpasangan dan n-gain, sedangkan data pre-test dan post-test reflective judgment dianalisis menggunakan n-gain. Berdasarkan hasil analisis data dan pembahasan diperoleh kesimpulan bahwa keterlaksanaan pembelajaran dengan strategi socio-scientific issues based instruction adalah sangat baik. Keterampilan reflective judgment siswa mengalami peningkatan dengan kategori rendah pada level pre-reflective. Pemahaman konsep siswa mengalami peningkatan yang signifikan dengan kategori rendah untuk kelas XI MIPA 7 serta kategori sedang untuk kelas XI MIPA 8 dan XI MIPA 9. Siswa memberikan respon yang sangat baik terhadap penerapan strategi socio-scientific issues based instruction pada materi pemanasan global. Dengan demikian, strategi socio-scientific issues based instruction pada materi pemanasan global dapat meningkatkan reflective judgment dan pemahaman konsep siswa. Kata kunci: Pemanasan global, socio-scientific issues based instruction, reflective judgment, pemahaman konsep Abstract This study aimed to describe implementation learning, improving reflective judgment, improving conceptual understanding and students response after applied socio-scientific issues based instruction on global warming. This research was pre-experimental design with one group pre-test and post-test. Subjects consist of three classes. it is XI MIPA 7, XI MIPA 8 and XI MIPA 9. The result of pre-test and post-test conceptual understanding were analyzed using t-paired test and n-gain, while the result of pre-test and post-test reflective judgment were analyzed using n-gain. Based on data analysis and discussion, we concluded that the implementation learning with socio-scientific issues based instruction was excellent. Reflective judgment skills of students has increased with lower categories on the pre-reflective level. Conceptual understanding of students has increased significantly with the low category for XI MIPA 7, the medium category for XI MIPA 8 and XI MIPA 9. Students respond very well to the implementation of socio-scientific issues based instruction strategy on global warming. It demonstrated that the strategy of socio-scientific issues based instruction on global warming may improve the reflective judgment and conceptual understanding. Keywords: Global warming, socio-scientific issues based instruction, reflective judgment, conceptual understanding]]>
Copyrights © 2017
