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PENGARUH PENERAPAN STRATEGI PEER ASSISTED LEARNING (PAL) TERHADAP KEMAMPUAN LITERASI SAINS MAHASISWA DALAM PERKULIAHAN MORFOLOGI TUMBUHAN
Abstract
ABSTRAK
Telah dilakukan penelitian tentang pengaruh penerapan strategi Peer Assisted Learning (PAL) dalam perkuliahan Morfologi Tumbuhan, yang bertujuan untuk meningkatkan kemampuan literasi sains mahasiswa. Penelitian ini menggunakan metode eksperimen, dengan rancangan quasi eksperimental jenis pretest postest control group design. Rancangan tersebut mencakup satu kelompok mahasiswa yang diberi pretes (tes yang dilakukan sebelum perlakuan PAL) yang kemudian dilanjutkan dengan mengobservasi proses perlakuan PAL dan diakhiri postes. Satu kelompok mahasiswa lainnya (kontrol) hanya diberi pretes dan diakhiri postes. Ins-trumen penelitian meliputi angket untuk menjaring tutor, seperangkat soal pretes, soal responsi, soal postes dan angket tentang respon mahasiswa terhadap program PAL yang dilakukan. Penerapan strategi PAL ber-pengaruh signifikan terhadap peningkatan kemampuan literasi sains mahasiswa dalam perkuliahan Mor-fologi Tumbuhan (thitung > dari ttabel). Peningkatan literasi sains mahasiswa pada kelas eksperimen termasuk kategori sedang (N-gain 0,4) dan rendah (N-gain 0,1) pada kelas kontrol. Semua mahasiswa merespon positif terhadap startegi PAL yang dilakukan.
ABSTRACT
Research on the effect Peer Assisted Learning (PAL) strategy implementation in Plant Morphology Course, which aims to improve students’ scientific literacy has been done. This study used an experimental method, with a quasi experimental pretest posttest control group design. The draft includes a group of students given a pretest (tests performed before PAL treatment) which is then followed by observing the PAL treatment process and posttest. One other student group (control) was observe only by pretest and posttest. The research instruments include a questionnaire to solicit tutor, a set of pretest and posttest questions, tutorial, and questionnaires about student response to the PAL program. Implementation of the PAL strategy significantly effected students’ scientific literacy ability (tcalc. > dari ttable). Students’ scientific literacy ability were increased with moderate category (N-gain 0.4) in the experimental class and lower category (N-gain 0.1) in the control class. All students respond positively to the PAL strategy.
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DOI: https://doi.org/10.18269/jpmipa.v21i1.36261
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