Abstract
Utilizing the surrounding environment as source of lessons and relate them with the lessons that studied by the student in school are still rarely done nowadays, which make the students not really understand the relation of context and concept. The purpose of this study is to describe the relation between water cycle context with physics concept and other subject base on the result of concept mastery and the ability to identify the problems in the field. The results showed that the correlation between the physics mastery of phase transition with biology concept of evapotranspiration of 8 students is 0.59, the correlation between observations in field to identify the sewage (solid and liquid) on the river with the sewage treatment technology and water pollution control is 1, and correlation between water cycle concept charts and its components with the students ability to identified water sources in the village, neighbourhood and in other places is 0,89.
Highlights
Utilizing the surrounding environment as source of lessons and relate them with the lessons that studied by the student in school are still rarely done nowadays, which make the students not really understand the relation of context and concept
The purpose of this study is to describe the relation between water cycle context with physics concept and other subject base on the result of concept mastery and the ability to identify the problems in the field
The results showed that the correlation between the physics mastery of phase transition with biology concept of evapotranspiration of 8 students is 0.59, the correlation between observations in field to identify the sewage (solid and liquid) on the river with the sewage treatment technology and water pollution control is 1, and correlation between water cycle concept charts and its components with the students ability to identified water sources in the village, neighbourhood and in other places is 0,89
Summary
Air memiliki peran yang sangat penting dalam kehidupan manusia, sebagaimana dituliskan Mitchell (1945) bahwa sebagian besar tubuh manusia terdiri dari air. Pemanfaatan sumber lokal ditujukan untuk menjamin kesesuaian materi pembelajaran dengan pengalaman siswa, merumuskan variasi-variasi kegiatan yang menyenangkan siswa dan membangun insiatif-inisiatif belajar siswa karena tuntutan lingkungan sekitar (siswa lain termasuk yang berbeda jenjang, orangtua, masyarakat dan sekolah). Pentingnya keterlibatan siswa dalam perancangan materi antara lain bermanfaat untuk mengetahui: keinginan individu terhadap materi dan variasinya untuk perumusan alternatif-alternatif kegiatan kelompok atau individu sehingga instruksi tugas tematik akan menyenangkan, menarik sekaligus menantang bagi siswa; dan berapa banyak pengalaman yang dimiliki siswa untuk penetapan materi pembuka atau konsep-konsep yang perlu direviu oleh guru, sehingga siswa atau kelompok siswa dapat melaksanakan instruksi secara mandiri. Kembali Roestiyah yang dikutip oleh Kusumah (2012) menulis bahwa teknik pemberian tugas memiliki tujuan agar siswa menghasilkan hasil belajar yang lebih mantap, karena siswa melaksanakan latihan-latihan selama melakukan tugas, sehingga pengalaman siswa dalam mempelajari sesuatu menjadi lebih terintegrasi.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
