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Kata Kunci: modul IPA berbasis proyek, kemandirian belajar, dan hasil belajar
ABSTRACT
IMAM WICAKSONO: Developing a Project-Based Science Module to Improve
Self-Regulated Learning and Science Achievement of Junior High School Students. A
Thesis. Yogyakarta: Graduate School, Yogyakarta State University, 2014.
This study aims to: (1) develop a project-based science module, (2) reveal the
appropriateness of the module, (3) reveal the effect of using the module on the
difference of self-regulated learning and students achievement, compared with that
of those using Buku Sekolah Elektronik (BSE) as the learning material.
This study is a research and development study employing Borg and Galls
development model, using the Posttest-Only Control Group Design. The population
of the research was the seventh grade students of SMP Muhammadiyah 7 Yogyakarta
in the academic year of 2013/2014. The experimetal class was taught by using the
science module with project-based science instruction as the model, while the control
class was taught by using the BSE with the convensional instructional model. The
instrument used included a questionnaire, observation sheet, test, and assignment to
reveal the students learning independence and achievement. The validation of the
module was conducted by a subject-matter expert, media expert, science teacher, two
colleagues and nine students. The multivariate test (MANOVA) was used to analyze
the difference of self-regulated learning and students achievement average in the
control and experiment groups.
The results of the study are as follows. (1) The Project-Based Science Module
with Water Cycle in The Urban Environment as theme, (2) The module is stated to
be proper, based on some evaluation, including : the evaluation of the module of
science in the validation step by the subject-matter expert and media expert is very
good in all aspects, while from the science teacher and colleagues it is very good in
material and serving aspect and good in language/readiness aspect. The result of the
preliminary try out and final evaluation is good in all aspects. (3) The analysis on the
average score differences in self-regulated learning and students achievement using
the multivariate test (MANOVA) is 0.025 at the significance level of 5%. The result
in the test of between-subject effect shows that significance level of self-regulated
learning between the control and experimen classes is 0.449, while the significance
level of students achievement is 0.006. The result shows that the instruction with the
module result in the average difference of self-regulated learning and students
achievement, which shows that the implementation cannot make significant
difference of the self-regulated learning, but significant in the students achievement
in science.
Keywords : project-based science module, self-regulated learning, and student
achievement.