PENGARUH MODEL PEMBELAJARAN EXPERIENTIAL TERHADAP KEMAMPUAN DAN KETERAMPILAN MERANCANG RISET PENDIDIKAN
DOI:
https://doi.org/10.18269/jpmipa.v21i1.36259Keywords:
Experiential Learning, Keterampilan Riset, Calon Guru Biologi, Research Skills, Pre-Service Biology TeacherAbstract
To become a teacher researcher, pre-service teachers should have sufficient education research skills. The purpose of this study was to investigate the effect of experiential learning in improving pre-service biology teachers’ skills in designing education research. Sample were 68 pre-service biology teachers enrolling in Biology Research Methodology course. Research instruments were objective test and research proposals assessment rubric. Objective test results showed that pretest average was 27.35% while posttest average was 40.94%. N-Gain value was 0.18 and this value indicates that the increment from pretest to posttest was categorized in low category. Results of proposal assessment showed that the average skill in designing education research was 59.15%. Proposal assessment results indicate that although experiential learning has low impact in improving cognitive aspect, this approach can help pre-service teachers in designing education research proposal.
Untuk menjadi seorang guru peneliti, mahasiswa calon guru harus memiliki keterampilan riset pendidikan yang memadai. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran experiential terhadap kemampuan dan keterampilan mahasiswa calon guru biologi dalam merancang riset penelitian pendidikan. Sampel penelitian adalah 68 mahasiswa calon guru biologi yang mengambil mata kuliah Metodologi Penelitian. Instrumen yang digunakan adalah tes objektif dan rubrik penilaian proposal. Hasil tes objektif menunjukkan bahwa rerata pemahaman mahasiswa calon guru biologi tentang perancangan riset pendidikan pada saat pretes adalah 27,35% sedangkan untuk postes adalah 40,94%. Penghitungan N-Gain menghasilkan nilai N-Gain 0,18 dan nilai ini menunjukkan bahwa peningkatan dari pretes ke postes termasuk dalam kategori rendah. Hasil penilaian proposal menunjukkan bahwa rerata penguasaan keterampilan merancang riset adalah 59,15%. Hasil penilaian proposal ini menunjukkan bahwa meskipun pembelajaran Experiential kurang berpengaruh pada peningkatan aspek kognitif, pendekatan ini dapat membantu mahasiswa calon guru biologi dalam merancang proposal riset pendidikan.
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