KONTRIBUSI MODEL BRAIN BASED LEARNING (BBL) DAN REGULASI DIRI TERHADAP LITERASI SAINS BERWAWASAN LINGKUNGAN PADA MATERI EKOSISTEM DI SEKOLAH DASAR (KAJIAN LITERATUR)

LINA SUGIYARTI, . (2021) KONTRIBUSI MODEL BRAIN BASED LEARNING (BBL) DAN REGULASI DIRI TERHADAP LITERASI SAINS BERWAWASAN LINGKUNGAN PADA MATERI EKOSISTEM DI SEKOLAH DASAR (KAJIAN LITERATUR). Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini untuk mengkaji kontribusi model Brain Based Learning (BBL) dan regulasi diri terhadap literasi sains berwawasan lingkungan. Ini merupakan penelitian kualitatif melalui kajian literatur. Sumber adalah data sekunder. Hasil penelitian ini yaitu Model Brain Based Learning (BBL) memberikan kontribusi terhadap literasi sains berwawasan lingkungan untuk pemahaman konsep, proses kognitif, dan proses informasi oleh siswa dalam situasi pembelajaran yang kontekstual, aplikatif, dan menstimulus sikap ilmiah siswa dalam menemukan solusi atas masalah yang diberikan, adapun regulasi diri merupakan sikap tanggung jawab siswa secara ilmiah yang berdampak positif pada peningkatan literasi sains siswa dalam memahami masalah, mengaplikasikan ilmu ke konteks masalah, dan menemukan solusi. Kesimpulan penelitian ini model Brain Based Learning (BBL) dan regulasi diri memberikan kontribusi positif terhadap literasi sains berwawasan lingkungan pada materi ekosistem di sekolah dasar (kajian literatur). Praktisi pendidikan memperoleh pengetahuan mengenai pemanfaatan lingkungan sebagai sumber belajar literasi sains, guru menerapkannya dengan membuat dan mengembangkan Lembar Kerja yang berorientasi pada keaktifkan peserta didik sehingga kemampuan literasi sains peserta didik akan semakin meningkat. Dalam praktiknya di kelas dapat dilakukan: (1) Pemilihan dan penentuan sumber belajar yang tepat dalam memanfaatkan lingkungan sebagai sumber belajar literasi sains, (2) Penggunaan model pembelajaran yang tepat dengan diimbangi pemanfaatan lingkungan agar pembelajaran literasi meningkat. ******** This study is to examine the contribution of the Brain Based Learning (BBL) model and self-regulation to environmental science literacy. This is a qualitative research through literature review. Sources are secondary data. The results of this study are the Brain Based Learning (BBL) Model that contributes to environmental science literacy for understanding concepts, cognitive processes, and information processing by students in learning situations that are contextual, applicable, and stimulate students' scientific attitudes in finding solutions to given problems. Meanwhile, self-regulation is a scientific attitude of student responsibility that has a positive impact on increasing students' scientific literacy in understanding problems, applying knowledge to the context of problems, and finding solutions. The conclusion of this study is that the Brain Based Learning (BBL) model and self-regulation make a positive contribution to environmental science literacy on ecosystem materials in elementary schools (literature review). Educational practitioners gain knowledge about the use of the environment as a source of learning scientific literacy, the teacher applies it by creating and developing worksheets that are oriented towards students 'activeness so that students' scientific literacy skills will increase. In practice in class, it can be done: (1) Selection and determination of appropriate learning resources in utilizing the environment as a source of learning scientific literacy, (2) The use of appropriate learning models with balanced use of the environment so that literacy learning increases.

Item Type:	Thesis (Magister)
Additional Information:	1). Dr. AGUNG PURWANTO, M.Si. ; 2). Prof. Dr. M. SYARIF SUMANTRI, M.Pd.
Subjects:	Pendidikan > Penelitian Tindakan Kelas > Pendidikan Dasar dan Menengah
Divisions:	PASCASARJANA > S2 Pendidikan Dasar
Depositing User:	Users 9983 not found.
Date Deposited:	05 Apr 2021 04:18
Last Modified:	14 Apr 2021 06:14
URI:	http://repository.unj.ac.id/id/eprint/14474

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