PENGARUH MODEL PEMBELAJARAN SELF-DIRECTED LEARNING (SDL) TERINTEGRASI METODE PEER TEACHING TERHADAP LITERASI LINGKUNGAN PESERTA DIDIK

TABITHA QOTRUNNADA SULISTIYANTO, . (2024) PENGARUH MODEL PEMBELAJARAN SELF-DIRECTED LEARNING (SDL) TERINTEGRASI METODE PEER TEACHING TERHADAP LITERASI LINGKUNGAN PESERTA DIDIK. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Permasalahan lingkungan di Indonesia semakin meningkat, salah satunya disebabkan oleh rendahnya literasi lingkungan peserta didik. Literasi lingkungan merupakan sikap sadar akan lingkungan, yang perlu diimplementasikan dengan memberikan pendidikan lingkungan kepada peserta didik. Model pembelajaran Self-Directed Learning (SDL) terintegrasi dengan metode peer teaching merupakan model pembelajaran mandiri dan kolaboratif yang dapat digunakan untuk meningkatkan kepekaan dan kemandirian dalam memecahkan masalah lingkungan. Penelitian ini bertujuan untuk menganalisis pengaruh model Self-Directed Learning (SDL) terintegrasi metode peer teaching terhadap kemampuan literasi lingkungan peserta didik pada materi perubahan lingkungan. Metode yang digunakan adalah quasi experimental dengan nonequivalent control group design. Sampel penelitian ini berjumlah 36 peserta didik pada kelas eksperimen dan kelas kontrol yang diperoleh secara simple random sampling. Hasil uji hipotesis menunjukkan bahwa terdapat pengaruh model pembelajaran Self-Directed Learning (SDL) terintegrasi metode peer teaching terhadap literasi lingkungan peserta didik. Hasil uji normalized gain juga menunjukkan bahwa model pembelajaran Self-Directed Learning (SDL) terintegrasi metode peer teaching efektif dalam meningkatkan literasi lingkungan. Sehingga dapat disimpulkan bahwa model pembelajaran Self-Directed Learning (SDL) terintegrasi metode peer teaching dapat diterapkan pada materi perubahan lingkungan untuk menumbuhkan literasi lingkungan peserta didik. ***** Environmental problems in Indonesia are increasing, one of which is caused by the low environmental literacy of students. Environmental literacy is an awareness of the environment, which needs to be implemented by providing environmental education to students. The Self-Directed Learning (SDL) learning model integrated with the peer teaching method is an independent and collaborative learning model that can be used to increase sensitivity and independence in solving environmental problems. This research aims to analyze the effect of the Self-Directed Learning (SDL) model integrated with the peer teaching method on students' environmental literacy skills on the subject of environmental change. The method used is quasi experimental with a nonequivalent control group design. The sample of this study consisted of 36 students in the experimental class and the control class, obtained through simple random sampling. The results of the hypothesis test show that there is an effect of the Self-Directed Learning (SDL) learning model integrated with the peer teaching method on students' environmental literacy. The results of the normalized gain test also showed that the Self-Directed Learning (SDL) learning model integrated with the peer teaching method was effective in improving environmental literacy. Therefore, it can be concluded that the Self-Directed Learning (SDL) learning model integrated with the peer teaching method can be applied to the subject of environmental change to foster students' environmental literacy.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Diana Vivanti Sigit, M.Si. 2). Nailul Rahmi Aulya, S.Si., M.Si.
Subjects:	Pendidikan > Pendidikan Dasar Sains > Ilmu Bumi > Biologi
Divisions:	FMIPA > S1 Pendidikan Biologi
Depositing User:	Users 25418 not found.
Date Deposited:	20 Aug 2024 00:11
Last Modified:	20 Aug 2024 00:11
URI:	http://repository.unj.ac.id/id/eprint/50305

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