CD Tesis

Pengembangan Modul Pembelajaran Berbasis Konstruktivisme Dan Mind Mapping Dalam Meningkatkan Motivasi Belajar Dan Berpikir Kreatif Siswa

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This study aims to determine the validity of teaching materials in the form of the module with a constructivism approach and mind mapping media on the interaction material of living things and their environment that is developed to increase student motivation to learn and creative thinking. This study consisted of two stages. The first stage was module development using Research & Development with the ADDIE approach in the Faculty of Teacher Training and Education of UNRI. Meanwhile, the second stage was the experiment at SMPN 2 Kampar.
The validity test was carried out on the module involving 4 experts (2 material and media experts and 2 learning experts). Feasibility assessment was conducted by experts using validation sheets. The reliability test was also conducted involving 5 master students of Riau University majoring in biology, 20 science teachers, and 15 students for limited try out. The reliability test of the learning module was conducted using questionnaires, namely student questionnaire, teacher reliability test questionnaire, and student limited try out questionnaire. Data obtained were analyzed using descriptive analysis assisted by Microsoft Office Excel 2010. The experimental stage was carried out to investigate the effect of the developed learning module on students' motivation to learn and creative thinking. The assessment of student learning motivation was conducted using the questionnaire of learning motivation before and after the treatment. Meanwhile, the assessment of student creative thinking was conducted using a pretest and posttest. Data analysis was carried out with the help of IBM SPSS Statistics 22 software.
The results of the study on the development of the learning module indicate that the validity scores were given by the experts. The material and media of the module were very valid with a mean of 4.4; the design was very valid with a mean of 4.3; the application was very valid with a mean of 4.3. In terms of its practicality, the reliability test on the student showed a mean score of 88.75; the reliability test on the teachers showed a mean score of 88.2 with Cronbach's alpha of 0.738 realistic or consistent. Moreover, the limited try-out by students showed that the module was very practical with a mean of 90.66.
The results of the experimental stage research indicate that there was a significant effect of using constructivism learning and mind mapping based module on students’ learning motivation and creative thinking. In the experimental class, the student learning motivation before treatment was 62.50 in the moderate category. The learning motivation then increased to 84.30 in a high category after treatment with an N-Gain of 0.728, classified to be very effective. Meanwhile, in the control class, the learning motivation was 60.07 in the moderate category which then increased to 68.15 in the moderate category as well with an N-Gain of 0.301, classified to be effective. The creative thinking of students in the experimental class showed a mean score of 70.5 in the pretest in the quite creative category. The mean score then increased to 88.5 in post-test indicating a very creative category with an N-Gain of 0.330, classified to be effective. Meanwhile, in the control class, the mean score of the pretest was 61.75 in the quite creative category which then increased
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to 81.25 in the posttest, classified in the creative category, with an N-Gain of 0.309, classified to be effective. In other words, students in the experimental class showed an increase in learning motivation with a high and effective category as well as good and effective creative thinking compared to those in the control class.
The results of the independent t-test show that there were differences in student learning motivation in the control and experimental classes with a t-count of 10.043 > t-table of 2.010. The results of the independent t-test show that there were differences in students’ creative thinking in the control and experimental class with a t-count of 3.891 > t-table of 2.010. In other words, if t-count > t-table, then H0 is rejected and H1 is accepted. This shows that the constructivism and mind-mapping-based module produced in this study is considered suitable for use in learning material on the interaction of living things and their environment. Thus, the constructivism and mind-mapping-based learning module on the material of the interaction of living things and their environment is suitable for use as an alternative source of learning in increasing students’ motivation to learn and creative thinking.
Keywords: Creative Thinking, Constructivism, Mind Mapping, Learning Motivation

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 22. 221 (0002)

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan Biologi., 2021

Deskripsi Fisik

xiv, 230 hlm.: ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

10 22. 221 (0002)

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PENDIDIKAN BIOLOGI

Info Detail Spesifik

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Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

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