Pengembangan SSP kimia berbasis pendidikan berkelanjutan untuk meningkatkan literasi kimia dan kesadaran terhadap lingkungan

Magfirah Perkasa, Prodi Pendidikan Kimia STKIP Bima, Indonesia
Nurfina Aznam, Jurusan Pendidikan Kimia, Universitas Negeri Yogyakarta, Indonesia

Keywords

SSP, pendidikan berkelanjutan, experiential learning, literasi kimia, kesadaran terhadap lingkungan

Document Type

Article

Abstract

Penelitian ini bertujuan untuk mengetahui pengembangan, kelayakan dan efektifitas SSP kimia berbasis pendidikan berkelanjutan untuk meningkatkan literasi kimia dan kesadaran terhadap lingkungan peserta didik SMA. Model pengembangan diadaptasi dari model Dick & Carey dengan subjek coba produk pada peserta didik kelas X SMA Negeri 11 Yogyakarta. Instrumen pengumpulan data meliputi lembar validasi, tes literasi kimia berformat benar-salah beralasan, lembar penilaian diri dan lembar penilaian antar teman terkait kesadaran terhadap lingkungan. SSP kimia divalidasi secara kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa: (1) SSP kimia berbasis pendidikan berkelanjutan yang dikembangkan memiliki karakteristik yang meliputi pengembangan melalui model experiential learning pada materi hidrokarbon dan indikator literasi kimia maupun kesadaran terhadap lingkungan diadaptasi dari framework PISA 2015; serta (2) SSP kimia yang dikembangkan layak digunakan dengan kategori sangat baik serta efektif untuk meningkatkan literasi kimia dan kesadaran terhadap lingkungan peserta didik SMA berdasarkan uji Kruskal-Wallis.

Kata Kunci: SSP, pendidikan berkelanjutan, experiential learning, literasi kimia, kesadaran terhadap lingkungan

Developing a Chemistry Subject Specific Pedagogy Based on Sustainability Education to Enhance Chemical Literacy and Environmental Awareness

Abstract

The study aims to reveal the developing, the appropriateness and the effectiveness of a chemistry subject specific pedagogy based on sustainability education to enhance chemical literacy and environmental awareness of senior high school students. Developing model adapted from Dick & Carey and the trial of this research product was conducted at SMA Negeri 11 Yogyakarta grade 10^th students. The instruments for data collection included validation instrument, a true-false reasoning chemical literacy test, environmental awareness self assessment and peer assessment. The product was validated as qualitative and quatitative validation. The results of research shows: (1) the features of chemistry subject specific pedagogy based on sustainability education is using experiential learning was taught to hydrocarbons and the indicators for chemical literacy test and environmental awareness adapted from framework PISA 2015; and (2) the chemistry subject specific pedagogy based on sustainability education is valid to use with very good category and effective to enhance chemical literacy and environmental awareness based on Kruskal-Wallis test. Keywords: subject specific pedagogy, sustainability education, experiential learning, chemical literacy, environmental awareness.

First Page

Last Page

Page Range

46-57

Issue

Volume

Digital Object Identifier (DOI)

10.21831/jipi.v2i1.10269

Source

https://journal.uny.ac.id/index.php/jipi/article/view/10269

Recommended Citation

Perkasa, M., & Aznam, N. (2016). Pengembangan SSP kimia berbasis pendidikan berkelanjutan untuk meningkatkan literasi kimia dan kesadaran terhadap lingkungan. Jurnal Inovasi Pendidikan IPA, 2(1), 46-57. https://doi.org/10.21831/jipi.v2i1.10269

References

Arikunto, S. (2010). Dasar-dasar evaluasi pendidikan. Jakarta: Bumi Aksara.

Borich, G. D. (1994). Observation skills for effective teaching. New York: Macmillan Publishing Company.

Brundiers, K., Wiek, A., & Redman, C. L. (2010). Real-world learning opportunities sustainability: From classroom into the real world. International Journal of Sustainability in Higher Education, 11(4), 308-324.

Chapoo, S., Thathong, K., & Halim, L. (2014). Understanding Biology teachers'pedagogical content knowledge for teaching "the nature of organism". Procedia - Social and Behavioral Sciences, 116, 464 - 471.

Devi, P. K., Sofiraeni, R., & Khairuddin. (2009). Pengembangan perangkat pembelajaran. Bandung: PPPPTK IPA.

Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction (Fifth Edition ed.). Florida: Addison-Wesley Educational Publishers Inc.

Evans, J., & Graff, E. (2012). Promoting environmental and cultural awareness through experiential learning. The International Journal of Sustainability Education, 1, 1-13.

Hake, R. R. (1998). Interactive-engagement vs traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74.

Jollands, M., & Parthasarathy, R. (2013). Developing engineering students' understanding of sustainability using project based learning. Sustainability, 5, 5052-5066.

Julius, J. K., & Wachanga, S. W. (2013). Effects of experiential concept mapping teaching strategy on students' achievement in chemistry in Imenti South District, Kenya. International Journal of Social Science & Interdisciplinary Research, 2(8), 1-9.

Kemendikbud. (2013a). Model penilaian pencapaian kompetensi peserta didik sekolah menengah pertama. Jakarta: (Versi Elektronik).

Kemendikbud. (2013b). Peraturan Menteri Pendidikan dan Kebudayaan RI No. 65 Tahun 2013 tentang Standar Proses Pendidikan Dasar dan Menengah.

Kemendikbud. (2013c). Peraturan Menteri Pendidikan dan Kebudayaan RI No. 70 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Kejuruan/Madarasah Aliyah Kejuruan.

Kemendikbud. (2014). Peraturan Menteri Pendidikan dan Kebudayaan RI No. 104 Tahun 2014 tentang Penilaian Hasil Belajar oleh Pendidik pada Pendidikan Dasar dan Pendidikan Menengah.

Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193-212.

Kuhlman, T., & Farrington, J. (2010). What is sustainability? Sustainability, 2, 2436-3448.

Mannen, K. (2012). Using experiential learning effectively. Pedagoggles: Exploring Teaching Practice, 3(8), 1-2.

Mardapi, D. (2008). Teknik penyusunan instrumen tes dan non tes. Yogyakarta: Mitra Cendikia.

Mehra, V., & Kaur, J. (2010). Effect of experiential learning strategy on enhancement of environmental awareness among primary school students. Indian Educational Review, 47(2), 30-44.

Micangeli, A., Naso, V., & Matrisciano, A. (2014). Attitudes toward sustainability and green economy issues related to some students learning their characteristics: A preliminary study. Sustainability, 6, 3484-3503.

Nicolette, J., Burr, S., & Rockel, M. (2013). A practical approach for demonstrating environmental sustainability and stewardship through a net ecosystem service analysis. Sustainability, 5, 2152-2177.

Noor, F. M., & Wilujeng, I. (2015). Pengembangan SSP fisika berbasis pendekatan CTL untuk meningkatkan keterampilan proses sains dan motivasi belajar. Jurnal Inovasi Pendidikan IPA, 1(1), 73-85.

OECD. (2013). PISA 2015: Draft science framework. New York: OECD Printing Office.

OECD. (2014). PISA 2012 results: What 15-year-olds know and what they can do with what they know. Paris: OECD Printing Office.

Redman, E. (2013). Advancing Educational Pedagogy for Sustainability: Developing and Implementing Programs to Transform Behaviors. International Journal of Environmental & Science Education, 8(1), 1-34.

Saxena, P., & Srivastava, P. (2012). Environmental awareness of senior secondary students in relation to their eco-friendly behaviour. Research Scapes, I(II), 1-8.

Sengupta, M., Das, J., & Maji, P. K. (2010). Environmental awareness and environment related behaviour of twelfth grade students in Kolkata: Effects of stream and gender. Anwesa, 5, 1-8.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reforms. Harvard Educational Review, 57(1), 1-21.

Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2006). The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students. Chemistry Education Research and Practice, 7(4), 203-225.

Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving transformative sustainability learning: Engaging head, hands and heart. International Journal of Sustainability in Higher Education, 9(1), 68-86.

Soobard, R., & Rannikmae, M. (2011). Assessing student's level of scientific literacy using interdisciplinary scenarios. Science Education International, 22(2), 133-144.

UNESCO. (2002). Teaching and learning for a sustainable future. Australia: Griffith University Publisher.

United Nations. (1987). Report of the world commission on environment and development: Our common future. New York.

Vesterinen, V.-M. (2012). Nature of science for chemistry: design of chemistry teacher education course. Disertasi Doktor, tidak diterbitkan, University of Helsinki, Helsinki.

Download