Abstract
The aims of the study was to apply the environment based learning model in an effort to improve students' science process skills. The research was conducted by the classroom action research on class X2 SMAN 2 Metro academic year 2011/2012 indicated that students' science process skills still have not shown good results. Because the achievement still under 50% with the percentage of students who reach the KKM (≥ 70%). The curriculum is currently implemented of KTSP where the teachers are required to be able to manage with the student centered learning. One model of learning which are student centered learning is environment based learning model. The results show that the science process skills increase from 50.00% to 79.45% increase of 29.45%. Based on the results of research can be concluded that the study uses a model-based learning environment can improve the skills sains process. Kata kunci: Pembelajaran Berbasis Lingkungan, Keterampilan Proses Sains
Highlights
Kurikulum yang berlaku saat ini adalah Kurikulum Tingkat Satuan Pendidikan (KTSP), dimana kurikulum ini menuntut kreativitas seorang guru dalam mengelola proses pembelajaran yang berpusat pada peserta didik
The research was conducted by the classroom action research on class X2 SMAN 2 Metro academic year 2011/2012 indicated that students' science process skills still have not shown good results
The curriculum is currently implemented of KTSP where the teachers are required to be able to manage with the student centered learning
Summary
Hasil observasi aktivitas pada siklus I dapat dinyatakan dalam bentuk persentase pada Tabel 1. Berdasarkan hasil observasi aktivitas keterampilan proses sains siswa selama proses pembelajaran berlangsung menunjukkan bahwa pada pertemuan pertama siswa yang melakukan KPS≥ 70% sebanyak siswa atau 53,33%, pertemuan kedua siswa yang melakukan KPS ≥ 70% sebanyak siswa atau 53,12%. Pada pertemuan pertama tidak banyak siswa yang melakukan KPS dengan semua indikator yang diamati dikarnakan siswa masih dalam tahap penyesuaian KPS yang diadakan dalam kegiatan pembelajaran, karena sesungguhnya keterampilan proses sains adalah kegiatan yang sering kita lakukan dalam kegiatan praktikum di Labolatorium. Pada pertemuan kedua persentase sedikit meningkat hal ini disebabkan karena siswa sudah mulai menyadari pentingnya KPS dalam melakukan kegiatan pembelajaran dimana KPS akan membantu siswa lebih mandiri dan aktif. Peningkatan persentase mencapai 10% dilihat dari banyak siswa yang melakukan aktivitas dan jumlah siswa yang hadir dalam kegiatan pembelajaran
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