Pengaruh pembelajaran peer mediated instruction and intervention (PMMI) Tipe classwide peer tutoring (CWPT) terhadap hasil belajar biologi dan keterampilan metakognitif siswa kelas X SMA Laboratorium Universitas Negeri Malang tahun pelajaran 2007/2008 / B
| Main Author: | Sugiharto, Bowo |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2010
|
| Online Access: |
http://repository.um.ac.id/60266/ |
Daftar Isi:
- ABSTRACTSugihartoBowo.2008.TheEffectofClassWidePeerTutoring(CWPT)TypeofPeerMediatedInstructionandIntervention(PMII)ontheBiologyLearningAchievementandMetacognitiveSkillofGradeXstudentsofLaboratorySeniorHighSchool(SMA)ofMalangStateUniversityinAcademicYearof2007/2008.Thesis.BiologyEducationStudyProgramMagister(S2)PostgraduateProgramofMalangStateUniversity.Consultants(I)Prof.Dra.HerawatiSusiloM.Sc.Ph.D.(II)Prof.Dr.MimienHeniIrawatiM.SKeywordsclasswidepeertutoringlearningachievementmetacognitiveskill.TheresearchabouttheeffectofClassWidePeerTutoring(CWPT)typeofPeerMediatedInstructionandIntervention(PMII)onthebiologylearningachievementandmetacognitiveskillhasbeenconductedinLaboratorySMAofMalangStateUniversity.TheCWPTlearningstrategyemployedinthisresearchwastheonedevelopedbyJuniperGardensChildrensProjectUniversityofKansas.TheCWPTlearningstrategyistheonerenderingthestudentsactive.ThisresearchwasinspiredbytheideaofstudentspotentialempowermentwithintheclassroominthelearningprocesstobecometheactivestudentsconstitutingtheextensionresultofSilbermansConfuciusthought.TheimportantideaofSilbermanextensionresultislearningbyteachingotherpeoplewillmakethematerialincreasinglymastered.ThisresearchaimstofindouttheeffectofCWPTtypeofPMIIon1)thebiologycognitivelearningachievement2)thebiologyaffectivelearningachievementaswellas3)metacognitiveskilloftheGradeXstudentsofLaboratorySMAofMalangStateUniversityinacademicyearof2007/2008.Inaccordancewiththegoalthatwillbeachievedthemethodemployedherewasexperimentalquasiresearch.Theresearchwasdesignedusingpre-andpost-testwithnon-randomgroup.Thesamplestakenweretwoclasswith31studentsforthecontrolgroupand31studentsforexperimentgroupfromthetotalpopulationofgradeXconsistingofsixclasseswith186students.Thestatisticanalysisemployedwascovarianceanalysis(anacova)bycontrollingthepretestvalueofeachindependentvariable.TheresultofstatistictestwithanacovaonthecognitivelearningachievementindependentvariablewiththecontrolofpretestvalueshowsthattheF-statisticvalueforlearningstrategyis5.764atsignificancelevelof0.020.Becausethesignificancelevel0.0200.05thenullhypothesis(H0)isnotsupportedandthealternativehypothesis(H1)issupported.IfH0isnotsupportedbutH1issupportedtheresearchhypothesisissupportedmeaningthatthereisaneffectofCWPTtypeofPMIIonthebiologycognitivelearningachievementofgradeXstudentsofLaboratorySMAofMalangStateUniversityinacademicyearof2007/2008.TheresultofstatistictestwithanacovaontheaffectivelearningachievementindependentvariablewiththecontrolofpretestvalueshowsthattheF-statisticvalueforlearningstrategyis2.314atsignificancelevelof0.134.Becausethesignificancelevel0.1340.05thenullhypothesis(H0)issupportedandthealternativehypothesis(H1)isnotsupported.ConsequentlytheresearchhypothesisisalsonotsupportedmeaningthatthereisnoeffectofCWPTtypeofPMIIonthebiologyaffectivelearningachievementofgradeXstudentsofLaboratorySMAofMalangStateUniversityinacademicyearof2007/2008.ThestatistictestwithanacovaonthemetacognitiveskillindependentvariablewiththecontrolofpretestvalueshowsthattheF-statisticvalueforlearningstrategyis1.852atsignificancelevelof0.179.Becausethesignificancelevel0.1790.05thenullhypothesis(H0)issupportedandthealternativehypothesis(H1)isnotsupported.IfH1isnotsupportedtheresearchhypothesisisalsonotsupportedmeaningthatthereisnoeffectofCWPTtypeofPMIIonthemetacognitivelearningachievementofgradeXstudentsofLaboratorySMAofMalangStateUniversityinacademicyearof2007/2008.Basedontheresultofresearchitcanbeconcludedthat1)ThereisaneffectofCWPTtypeofPMIIonthebiologycognitivelearningachievement2)thereisnoeffectofCWPTtypeofPMIIonthebiologyaffectivelearningachievementand3)thereisnoeffectofCWPTtypeofPMIIonthemetacognitiveskillofgradeXstudentsofLaboratorySMAofMalangStateUniversityinacademicyearof2007/2008.Consideringtheconclusionofresearchtheteachersshouldactivelychooseandordevelopaneffectivelearningstrategytoimprovealldomainsoflearningachievement.Thelearningstrategychoiceshouldalsoconsiderthedevelopmentofstudentsmetacognitiveskilltherebyequippingthemindeterminingaproperattitudeandactionintheattemptoffulfillingtheirneedsforachievement.OtherresearchersinterestedintheapplicationofCWPTtypeofPMIIarerecommendedtomeasurethestudentsresponsesandtoconsidertheinstrumentofcognitivelearningachievementmeasurementaccommodatingtheknowledgeandcognitiveprocessdimensions.Theresearchonitseffectonthepsychomotordimensionoflearningachievementshouldbeconductedaswell.ThedevelopmentandimplementationofCWPTtypeofPMIIshouldalsoconsiderthegroupestablishmentprocedureandtutor-tuteecouplebytakingacademicskillintoconsideration.Tutorevaluationonthetuteeshouldalsobeconductedindependentandresponsibly.