Analisis kemampuan scientific explanation siswa pada materi sistem pencernaan manusia menggunakan model explanation oriented lesson design

Aulia Fuji Yanti, R. Riandi, Bambang Supriatno
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Abstract

The purpose of this research was to analyze students’ scientific explanation on the human digestive systems topic using explanation-oriented lesson-design model. This research was conducted with a descriptive research design, a total of 29 eighth grade students from a junior high school in Tasikmalaya were involved in this research. Samples were taken using a convenience sampling technique. The scientific explanation observed was written causal explanation. This research data was collected using test, observation and interview method. The result of this research indicates that the number of students who have scientific explanation ability in intermediate category was 66% (n = 19), basic category was 31% (n = 9), and the advanced category was 3% (n = 1). Therefore, it can be concluded that most of the abilitiy of eighth grade students’ scientific explanation were intermediate category. Overall, students could make the components of scientific explanataion referred to this research. However, the components explaining a phenomenon, most students can only explain a phenomenon using patterns that are commonly observed. In addition, the components explain the patterns in the data and processes that support the occurence of a phenomenon, most students explain the patterns and processes that support the occurence of the phenomenon with spesific, but not detailed. In addition, the components connect data patterns and processes using principles, theories, or disciplinary core ideas, most student connect data patterns and processes using principles by including relevant concepts that are logically, specific, but not detailed.
本研究的目的是利用以解释为导向的课程设计模型,分析学生对人体消化系统主题的科学解释。本研究采用描述性研究设计,研究对象为Tasikmalaya一所初中的29名八年级学生。使用方便的采样技术采集样本。所观察到的科学解释是书面的因果解释。本研究采用测试法、观察法和访谈法收集资料。本研究结果表明,具有中级类科学解释能力的学生占66% (n = 19),具有基础类科学解释能力的学生占31% (n = 9),具有高级类科学解释能力的学生占3% (n = 1)。因此,可以得出八年级学生的科学解释能力大部分属于中级类。总体而言,学生可以根据本研究做出科学解释的组成部分。然而,对于解释现象的组件,大多数学生只能使用通常观察到的模式来解释现象。此外,组件解释了支持现象发生的数据和过程中的模式,大多数学生解释了支持现象发生的模式和过程,但不是详细的。此外,组件使用原则、理论或学科核心思想连接数据模式和过程,大多数学生使用原则连接数据模式和过程,包括逻辑上具体但不详细的相关概念。
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