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                                      ENVIRONMENTAL POLLUTION (Biology)Labels: Biology,CHAPTER IINTRODUCTION1.1 Background Problem
At the time of teaching and learning in the classroom than the teacher functions as a demonstrator and facilitator also has a role no less important, ie as giving control of the student response. Bertintikan teaching between teachers and students, this means that the teacher should provide motivation. Every action, including action learning is driven by one or several motivations.
Student motivation is one factor that determines the learning achievement. Therefore we need a way to generate interest and motivation in learning. Many ways to arouse students' interest and motivation. For example, in teaching and learning strategy use of learning methods and media to learn (Sudjana, 2005:3).
In any learning process, there will always be three important components which are interrelated to each other. Three important components that are curriculum (materials that will be taught). Process (how the material taught) and product (the result of the learning process) (Gunawan, 2004:1). These three aspects are equally important because it is a unity that make up the learning environment. One gap that we've experienced is the lack of proper and effective approaches in carrying out the learning process.Biology is also a natural science of living beings (Barilia, 2003:3).
Biology is a discipline that is preferred by some students. While others also looked Biology is a subject that is difficult, because many terms to be memorized and a lot of languages ​​that have different meanings Biology and understood.
Biology with regard to how to figure out and understand natural systematically, so that biology is not only the mastery of knowledge in the form of a collection of facts, concepts, principles, but also a process of discovery. Biology is also a vehicle to enhance the skills, attitudes and values. One of the factors outside of the students who simply play the information received by the students about the learning materials are delivered by teachers (Saepudin, 1999:12).One of the subject matter of Biology of the learning process can be done in an environment that exists around the matter of environmental pollution.
Learning environment will give you something tangible that can be seen, observed and studied directly by students. With learning in the neighborhood or outside the school, students will learn more about the environment itself, so that they know and understand that the existence of self-awareness in the students themselves.1.2 Problem formulation
To further clarify issues raised by proposed research questions as follows:A. How the learning outcomes of students in the surrounding environment on the concept of environmental pollution?2. How do students' attitudes toward the environment after the learning process in the neighborhood?3. What is the relationship between learning outcomes in the neighborhood with these students' attitudes toward the environment?1.3 Research ObjectivesObjectives to be achieved in this study are:A. Knowing the students' learning outcomes in the environment around the concept of environmental pollution.2. Knowing the students' attitudes toward the environment after the learning process in the neighborhood.3. Determine the relationship of student learning outcomes in a neighborhood with students' attitudes toward the environment.1.4 Benefits of ResearchThe benefits of this research are:For teachersA. Biology provides an alternative learning strategies to improve student understanding.2. Utilizing the school environment in an effort to increase awareness of students.For studentsA. Increase the activity of students in learning activities.2. Students will learn more about the environment that is expected to love nature in her school environment.3. students gain knowledge in experience real for the learning process.CHAPTER IIREVIEW REFERENCES2.1 Learning Outcomes
Learning outcomes is a process of change or improvement of mental functions and the underlying condition improved behavior and skills including knowledge of changes in the learning process (Purwanto, 2006:86). Meanwhile, according to (Sudjana, 2004:22) learning outcomes are the abilities that the students after he received a learning experience.
According to the psychological understanding of learning is a process of change that behavior changes as a result of interaction with the environment in understanding the needs of life. These changes will be evident in all aspects of behavior.
According to Gagne (2003:17) changes in the human ability that occurs in the human capacity that occurs after continuous learning not only caused by the growth process as well.
Learning is a process of one's efforts to acquire a new behavior changes as a whole as a result of his own experience in interaction with the environment (Slameto, 2003:2).
For learning to take place properly, it would require an activity that consists of two integral components commonly known as the learning process. Teaching and learning are two concepts that are not separated from one another.
Education is the assistance provided by adults to minors so that he reaches maturity. Assistance provided by the educators in the form of mentoring that the students learn to keep things positive, so earnest to support its development. Then directed learning students are not allowed to take place at random and without purpose (Winkel, 1996:24).According to Whittaker learning as a process by which behavior caused or changed through training or experience.Slamato (2003:9) suggests the sense to learn according to some experts:(1) Gagne said learning is a process to acquire the motivation in the knowledge, skills, habits, behavior and mastery gained from the instruction.(2) Bruner said learning is a process of learning not to change one's behavior but to change the school curriculum such that students can learn more easily.(3) Gestalt that learning is the first adjustment that is getting the right response to solve the problem / problems are understood.Bloom divides the classification of learning outcomes into three domains. Cognitive, affective domain, psychomotor domain.(1) the cognitive aspect, relates to the intellectual study of six aspects: knowledge, comprehension, application, analysis, synthesis and evaluation.(2) affective aspect, relates to the attitude of the fifth aspect of the reception, response, assessment, organization.(3) psychomotor aspect, relates to the skills and ability to act, in general covers the entire body movement, the ability to speak, learning outcomes are always in touch with each other.
The integration of the learning process with the process of teaching and teachers so that teaching and learning interactions (terjadinga the teaching process), it just came to me and can not grow without the knowledge and careful planning.
Regulation is needed, especially in determining the components and variables that must exist in the teaching process. Planning is intended to formulate and establish interaction and a variable number of components, thus enabling the implementation of effective teaching (Sudjana, 1998:19).2.2 Classroom Action Research (PTK)
Classroom Action Research (PTK) is a form of assessment that is reflective of the actions performed by actors to improve the rational utilization of their actions in carrying out the task of deepening the understanding of the measures undertaken as well as improve the practice of learning to do.
Classroom Action Research (PTK) by (Wardani, 2004:14) is a class action research study conducted by the teacher in his own class through self-reflection in order to improve its performance as a teacher, so that student learning outcomes to be improved.
Classroom Action Research (PTK) is a translation of classroom action research, namely an action research conducted in the classroom. In accordance with the sense of the word translated into action research; that by Car and Kemmis (Mcnitt, 1991, P.2) in Wardani et al (2007, 1-3-1-4) is defined as follows: Action research is a form of self-reflection inquiry undertaken by of participants (teachers, students or principals, for example) in social (including educational) Situations in order to improv the Rationality and justice of (1) Their own social or educational practices (2) Their understanding of these practices and (3 ) the Situations (and institutions) in the which the practices are Carried out.
If we look at this definition: 1. Action research is a form of inkuin or inquiries made through self-reflection, 2. Action research conducted by the participants involved in the situation under study, such as teachers, students or the school principal, 3. Action research conducted in social situations, including situations of education, 4. The purpose of action research is to improve the rationale and appropriateness of such practices, as well as the situation of the institution's practice was implemented. Of the four main ideas that we can conclude that action research is research in the social field, which uses self-reflection as the main method, performed by a person involved in it, and aims to make improvements in various aspects.Classroom action research has some slightly different characteristics when compared with other formal research (Sukardi, 2004:212).Among them are several important characteristics, such as:
(1) Problem to be solved is the practical problem faced by researchers in the daily professional lives.(2) The researcher provides treatment or treatments in the form of a planned action to solve problems and simultaneously improve the quality of the implications that can be felt by the subject under study.(3) The measures planned research is always in the form of a circle or a cycle of cycles that allow for group work and independent work intensively.(4) The steps of reflective thinking or reflective thinking from researchers both before and after the action:
Reflective thinking is essential to make Retrospect (review) of the act is given of the implications that arise on the subject under study as a result of action research.
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