CD Tesis

penerapan pembelajaran ipa berorientasi socio scientific issues pada materi ekologi dan keanekaragaman hayati indonesia untuk meningkatkan hasil belajar dan sikap peduli lingkungan

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Science education at the junior high school level plays a vital role in shaping scientific thinking skills, enhancing scientific literacy, and fostering students’ awareness of environmental issues. However, classroom realities show that science learning is still predominantly conventional and memorization-based, resulting in students having low comprehension and a lack of concern for their environment. This study was motivated by the low learning outcomes and environmental care attitudes of students in science classes, particularly on the topic of ecology and Indonesia's biodiversity at SMPN 7 Pangkalan Kuras. Observations indicated that most students struggled to understand the material, relied heavily on rote memorization, and were less involved in environmental conservation efforts. To address these issues, a science learning approach based on Socio-Scientific Issues (SSI) was implemented by incorporating local issues such as land conversion and forest fires as contextual learning topics.
The objectives of this research were: 1) To determine the improvement in students’ cognitive learning outcomes after the implementation of the SSI-based science learning approach, 2) To determine the improvement in students’ environmental care attitudes after the implementation of the SSI-based approach, and, 3) To investigate the correlation between students’ learning outcomes and their environmental care attitudes following the implementation. This research began with the development of learning tools based on the SSI approach. These tools were validated and then implemented at the research site.
The study employed a quasi-experimental method with a posttest-only control group design, involving two groups: an experimental class and a control class. The independent variable was the SSI-based learning approach, while the dependent variables were students’ cognitive learning outcomes and environmental care attitudes. The study subjects were seventh-grade students at SMPN 7 Pangkalan Kuras in the 2024/2025 academic year, with a sample size of 43 students: 21 in the experimental class and 22 in the control class. Data collection was conducted through written tests (posttests with multiple-choice questions) and non-test techniques (environmental care attitude questionnaires). Data analysis employed MANOVA after prerequisite tests such as normality and M-Box tests were conducted.
The research results showed that the average cognitive learning score of the experimental class (75.45) was higher than that of the control class (63.81), with a significant difference (p = 0.010). This indicates that the experimental class performed significantly better than the control class under the SSI-based learning approach. Additionally, the environmental care attitude score of the experimental class (75.21) was also higher than that of the control class (70.12), with a significant difference (p = 0.001). These results demonstrate that the SSI-based
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learning approach had a significant positive impact on students’ environmental care attitudes.
In conclusion, the implementation of Socio-Scientific Issues-based science learning was effective in improving both cognitive learning outcomes and students’ attitudes toward environmental care. These findings are expected to serve as a reference for teachers in selecting contextual and meaningful learning approaches in science education.
Keywords: Ecology and Indonesia’s Biodiversity, Learning Outcomes, Science Learning, Environmental Care, Socio-Scientific Issues

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2310246909

Penerbit

Pekanbaru : UNRI – PASCA – Magister Pendidikan IPA., 2025

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2310246909

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

MAGISTER PENDIDIKAN IPA

Info Detail Spesifik

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Pernyataan Tanggungjawab

Rahmat

Versi lain/terkait

Lampiran Berkas

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