Empirical Maping

Judul

PENERAPAN
PEMBELAJA
RAN
TEMATIK
POLUSI
CAHAYA
UNTUK
MENINGKAT
KAN HASIL
BELAJAR
DAN
PENANAMA
N
KARAKTER
SISWA SMP

Nama Penulis

Hayyah
Fauziyah

Tahun

2014

Jenis
Karya
Ilmiah
Jurnal

Tujuan
Penelitian
Untuk
Mengetahui
gambaran
penerapan
pembelajaran
tematik
dengan tema
polusi cahaya
terhadap
peningkatan
hasil belajar
dan
menganalisis
profil karakter
siswa

Jenis
Penelitian
Mixed
Method

Tekhnik
Pengump
ulan Data
Pengump
ulan data
melalui
lembar tes
Pengump
ulan data
melaluui
pengamat
an

Instrumen

Tekhnik Analisis

Tes penguasaan
konsep
Tes
pengukuran
karakter
Perangkat
pembelajaran

Gain yayng di
normalisasikan
Persentase
Lembar penilaian
observasi

Kesimpulan

1.

2.

3.

Pembelajaran tematik, secara

keseluruhan
dapat
meningkatkan hasil belajar
yang
berdasarkan
new
tacsonomy
of
science
education.
Profil karakter siswa setelah
diterapkannya pembelajaran
model webbed menunjukkan
banyaknya aspek moral yang
muncul
saat
siswa
dihadapkan pada dilema
moral berkaitan tentang
polusi cahaya
Hasil
analisis
pola
keterkaitan antar domain
menunjukkan bahwa siswa
yang memiliki pemahaman
konsep yang tinggi belum
tentu memiliki kemampuan
proses sains, dan kreatifitas
yang tinggi serta banyaknya
aspek moral yang dimiliki
siswa tersebut

Saran

Dalam
menerapkan
pembelajaran.
Mesia
pembelajaran
hasrus
dipersiapkan
dengan baik
terutama
media untuk
siswa
melakukan
diskusi
kelompok.
Jika
ingin
mengamati
pengaruh
cahaya buatan
terhadap
pengamatan
bintang
(dalam power
point)
sebaiknya
diperhatikakn
banyaknya
jumlah cahaya
buatan yang
digunakan
2. pada saat
melakukan

diskusi
kelompok
sebaiknya
siswa
diperingatkan
lebih
tegas
mengenai
waktu diskusi
yang diberikan
agar
tidak
merubah
alokasi waktu
yang
ditentukan.
3.
bahan
diskusi
sebaiknya
menggunakan
artikel
agar
siswa
lebih
termotivasi
selama
melakukan
diskusi
kelompok.
4. alokasikan
waktu
yang
cukup
agar
siswa
dapat
mempresentasi
kan
hasil
produk yang
dibuat dengan
kelompoknya
masingmasing.

5. perhatikan
kondisi
dan
motivasi siswa
saat
akan
melakukan
posttest. Jika
tidak
memungkinka
n
posttest
sebaiknya
diganti pada
hari yang lain
agar
konsentrasi
siswa
untuk
menjawab
tidak
terganggu.
6.
permasalahan
yang dipilih
untuk
tes
dilema moral
sebaiknya
permasalahan
yang
secara
langsung
dialami,
dirasakan atau
dijumpai oleh
siswa dalam
kehidupan
sehari-hari
agar
dapat
mencerminkan
bagaimana

moral
knowing,
moral feeling
dan
moral
action
yang
siswa miliki.
Rancang suatu
kegiatan
berdasarkan
permasalahan
pada
tes
dilema moral
agar
siswa
dapat
mengaplikasik
an
moral
knowing dan
moral felling
ke
dalam
moral action
yang
dapat
terukur.
Analisis dan
pengolahan
data tes dilema
moral
sebaiknya
berada
dibawah
arahan
seorang ahli
dalam bidang
psikologi agar
hasil analisis
yang diperoleh
memiliki

landasan yang
sangat kuat.
ELEMEN
BERNALAR
TUJUAN
PADA
PEMBELAJA
RAN
IPA
MELALUI
PENDEKATA
N
METAKOGN
ITIF SISWA
SMP

S. Patonah

2014

Jurnal

Untuk
mengembangk
an
pembelajaran
IPA
menggunakan
pendekatan
metakognitif
untuk
meningkatkan
kemampuan
berfikir kritis
pada siswa

mix
method
design

perangkat
pembelajaran
IPA
dengan
pendekatan
metakognitif
untuk
meningkatkan
kemampuan
berpikir kritis
siswa SMP

KARAKTER
PESERTA
DIDIK DAN
HUBUNGAN
NYA
DENGAN
KETERAMPI
LAN
BERPIKIR
KRITIS
DALAM
PEMBELAJA
RAN FISIKA
SISWA SMP
CULTURE
AND
CRITICAL

Muhammad
Agus
Martawijaya

2015

Jurnal

menemukan
hubungan
antara karakter
dan
keterampilan
berpikir kritis
peserta didik
dalam
pembelajaran
fisika SMP di
pulau Barrang
Lompo,
Sulawesi
Selatan.
In view of the
above
theoretical

mix
method
design

(1)
Tes
kemampuan
berpikir kritis,
dan
(2) soal jawab
pelajaran
fisika.
Data
kemampuan
berpikir kritis
dikumpulkan
menggunakan
tes kemampuan
berpikir kritis
dan soal jawab.
Lembar
kuisioner
Teks

2015
Jurnal
Syed Abdul Manan dan
Tariq

mix
method
design

Wawancar
a
Kuisioner

triangulasi mixmethod
design
yaitu
dengan
menganalisis
secara simultan
dari
data
kuantatif
dan
data
kualitatif
serta
data
gabungan.
Selanjutnya
menggunakan
hasil analisisnya
untuk memahami
permasalahan
penelitian.
analisis deskriptif
dan inferensial.

Penerapan pembelajaran IPA dengan

pendekatan
metakognitif
dapat
membuat siswa berpikir tentang
perencanaan kerja sampai dengan
pemecahan masalah yang dihadapi.
Proses ber pikir kritis siswa SMP
dalam kegiatan pembelajaran IPA
setelah mendapatkan pembelajaran
dengan pendekatan metakognitif
terlihat pada tahapan kerja melalui
prosedur lembar kerja siswa. Elemen
bernalar tujuan dengan indikator
merancang apa yang akan dicapai
dapat
dioptimalkan
melalui
pendekatan metakognitif.
Kesimpulan yang dapat ditarik dari
penelitian ini adalah (1) perilaku
karakter dan kemampuan berpikir
kritis peserta didik Fisika SMP di
pulau Barrang Lompo masih rendah;
(2) terdapat hubungan yang signifikan
antara perilaku karakter peserta didik
terhadap kemampuan berpikir kritis
dalam pembelajaran fisika.

The study concludes that mostly

teachers spearhead the teaching and
learning processes while the students

THINKING
IN
CLASSROO
M:
NARRATIVE
S
FROM
UNIVERSIT
Y
STUDENTS
IN
PAKISTAN

Mehmood

explanations
and
conceptual
constructs
about the
definition of
critical
thinking, the
present study
seeks to
problematize
the
pedagogical
practices and
instructional
approachesacr
oss academia
in Pakistan.
The research
hypothesizes
that cultural
stereotypes
and folk
wisdom have
profound
imprints on
the culture of
teaching and
learning
across
academia in
Pakistan, and
the above
have deep
affects on the
development
of students as
thinking
individuals.

wawancara

usually remain marginalized. The

study traces the causes of such
pedagogic approaches partly in
conventional folk wisdom and partly
in cultural stereotypes, which
normally demand individual students
to exercise obedience to teachers and
stay away from any kind of reasoning.
Additionally, absence of professional
training and teacher education are also
critical in this context. Collectively,
strict observance to cultural norms
apparently limits opportunities for
critical thinking, and mostly reduces
space for what Hoodbhoy (2009:592)
terms as individual liberty,
willingness to accept change,
intellectual honesty, and constructive
rebellion. The system largely forces
the students to capitulate before the
high-handedness of the teachers.
In order for teaching and learning
culture to transform, it would require
a paradigmatic shift to take effect
from the current antediluvian
approaches to more sophisticated and
academically informed approaches,
operational in academia around the
developed world. We would also
require a radical departure and a
positive breakaway from the absolute
tyranny of the teacher, a relic of premodern social values as Hoodbhoy
proposes. The teacher-centered
conventional methodologies are far
from paying any dividends as these
force passivity and promote rote
learning or memorization.
Furthermore, conventional methods

Objectives of
the study
To
determine the
student-centric
or teachercentric
patterns in the
classrooms
To trace the
causes of the
prevailing
pedagogical
paradigms
To examine
the effects on
pedagogical
approaches on
students
development
of critical
thinking

are primarily examination and grade

oriented with least focus on genuine
long-term learning. A host of scholars
from Pakistan has signaled towards
these vital issues in their research
work (Hoodbhoy, 1998; Siddiqui,
2010; Rahman, 2004; Mustafa, 2011).
For instance, Hoodbhoy (1998:252)
incisively argue that in Pakistan,
teaching heavily relies on dictation
and examinations are tests of
memory. These scholars rightly
criticize the prevailing education
system and instructional approaches,
which they believe, produce rote
learners and blind followers rather
than conscientious critical thinkers
with searching minds. The
transformation would entail a
comprehensive plan on part of the
policy makers to arrange for rigorous
professional training programs for the
teachers and educate them about the
modern-day pedagogical trends across
academia. What are currently missing
are the pathetic lack of professional
training and a sense of professional
commitment among teachers about
the profession. Siddiqui (2010)
proposes a holistic approach for the
transformation of education who
suggests that change should take at
three levels: conceptual, pedagogical
and attitudinal. Siddiqui (2010:62)
proposes that:
Before expecting a change in the
outside world, it is important that a
change in the already existing beliefs
of teachers should take place. The

Developing
Life Skills
Scale for High
School
Students
through
Mixed
Methods
Research

Prawit
Erawan

Jurnal

As a matter of
fact, there is
not any
objective and
reliable
scales for life
skills, thats
why this
research aims
at developing
a life skills
scale for high
school

Explorator
y
mixed
method

Observasi
Wawancar
a

Lembar
observasi
Teks wawncara

greatest challenge a teacher education

program faces is to facilitate teachers
to re-conceptualize some basic
educational issues and their own role
in the system. Teachers should be
facilitated to reconceptualize the
concept of teaching and learning in a
given context through various ways,
i.e, reflective journal, debriefing
session, critical thinking, cooperative
learning, and action research.
It is indisputable that cultural and
conventional trends may be deeply
entrenched, and may be casting
profound effects on the teaching and
learning culture; however, these can
be effectively neutralized through
some rigorous professional teacher
education, accompanied with special
focus on education of critical
thinking. One may conclude that only
critical teachers could disseminate
critical thinking, and tolerate the same
flourishing in their students.
The life skills scale through this
research is developed based on
principles of theory as well as
empirical data investigation. The
construction of norm criterion of the
scale created from the students
all over the country as a sample. The
schools including the personnel
related are able to apply it to
explore life skills condition of the
high school students in every region
or the adolescents aging from
12 to 17 years. However, the use of

students.

the scale should be under

consideration of norm the researcher
developed through the calculation of
T-scores for comparison of raw scores
on each aspect and all
aspects. The level of life skills is
identified into 3 classes including low,
normal, and high and the
classification of T-scores is done
through T-scores divided by the life
skills level and then compared to
T-scores 50 of each aspect. To classify
the life skills to 3 levels is easy for
employing the scale to
identify the levels of life skills of the
students in accordance with the
framework of constructing EQ
scale (Department of Mental Health,
2002).