Learners' Ecoliteracy Based on Structure of Observed Learning Outcomes (SOLO) Taxonomy
(Ekoliterasi Peserta Didik Berdasarkan Taksonomi Structure of Observed Learning Outcomes)
DOI:
https://doi.org/10.22437/biodik.v9i4.21814Abstract
The research aims to determine the differences in ecoliteracy of high school students majoring in science and social studies. Ecoliteracy in students is needed to form a sustainable society, and requires a basic understanding of ecology and ecosystem principles. SOLO Taxonomy (Structure of Observed Learning Outcomes) is used to determine students' responses in their understanding of ecoliteracy. This research uses a qualitative descriptive method with a comparative causal approach. The research sample came from students majoring in science and social studies for the 2018/2019 academic year at 3 public high schools in Bekasi. The results show that there is a difference in the ecoliteracy of high school students majoring in science and social studies, the average ecoliteracy score of students majoring in science is 179, while the average ecoliteracy score of social studies students is 169. The SOLO taxonomy level of science students is at the relational and abstract levels. expanded and the SOLO taxonomy level of social studies students is at the multistructural level up to the expanded abstract. The conclusion of this research is that there are differences in the ecoliteracy of students majoring in science and social studies which are reviewed based on the SOLO Taxonomy.
ABSTRAK
Penelitian bertujuan untuk mengetahui perbedaan ekoliterasi peserta didik SMA jurusan IPA dan IPS. Ekoliterasi pada peserta didik diperlukan untuk membentuk masyarakat berkelanjutan, dan diperlukan pemahaman dasar tentang ekologi serta prinsip ekosistem. Taksonomi (Structure of Observed Learning Outcomes) SOLO digunakan untuk mengetahui respon peserta didik dalam pemahamannya mengenai ekoliterasi. Penelitian ini menggunakan metode deskriptif kualitatif dengan pendekatan kausal komparatif. Sampel penelitian berasal dari peserta didik jurusan IPA dan IPS Tahun Ajaran 2018/2019 di 3 SMA Negeri di Bekasi. Hasil menunjukkan bahwa terdapat perbedaan ekoliterasi peserta didik SMA jurusan IPA dan IPS rata-rata skor ekoliterasi peserta didik jurusan IPA adalah 179 sedangkan rata-rata skor ekoliterasi peserta didik IPS adalah 169. Tingkatan level taksonomi SOLO peserta didik IPA berada pada level relasional dan abstrak yang diperluas dan tingkat level taksonomi SOLO peserta didik IPS berada pada level multistruktural sampai dengan abstrak yang diperluas. Kesimpulan dari penelitian ini adalah terdapat perbedaan ekoliterasi dari peserta didik jurusan IPA dan IPS yang ditinjau berdasarkan Taksonomi Structure of Observed Learning Outcomes (SOLO).
Downloads
References
Agustina, I. R. (2015). Analisis kesalahan siswa kelas VIII dalam menyelesaikan soal matematika bentuk uraian berdasarkan taksonomi SOLO [Skripsi]. Semarang: Fakulas Matematika Dan Ilmu Pengetahuan Alam. Universitas Negeri Semarang.
Ardiansyah, R. (2015). Peningkatan ekoliterasi peserta didik dalam sanitasi toilet sekolah melalui metode demonstrasi dalam pembelajaran IPS (Penelitian Tindakan Kelas di Kelas VII A SMPN 4 Situarja Kabupaten Sumedang Provinsi Jawa Barat). Pascasarjana, Universitas Indonesia, Bandung.
Arikunto, Suharsimi. (2013). Dasar- dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Azizah, Nur. (2012). “Analisis tingkat respon siswa kelas XI sma negeri 5
semarang dalam menyelesaikan soal-soal fisika berdasarkan taksonomi
SOLO (The Structure of The Observed Learning Outcome)â€. 15(6), 32-43.
Azwar, S. (2012). Penyusunan Skala Psikologi edisi 2. Yogyakarta: Pustaka Pelajar
Biggs, J. & Collis, K. F. (1982). Evaluating The Quality of Learning The SOLO Taxonomy (Structure of the Observed Learning Outcome). New York: Academic Press.
Biggs, J., & Tang, C. (2007). Teaching for quality learning at university. Society for Research into Higher Education.
Boehnert, Joanna. (2013). Ecological literacy in design education: a foundation for sustainabel design. London: DRS// CUMULUS 2013 2nd International Conference for Design Education Researchers Oslo, 14-17 May 2013.
Cahyo, Agus N. 2013. Panduan Aplikasi Teori-Teori Belajar Mengajar. Yogyakarta: Diva Press
Capra, F. (1999). Ekoliterasi: The challenge for education in the next century. Retrieved June, 1–11.
Capra, F. (2007). Sustainable Living , Ecological Literacy, and The Breath of Life. Canadian Journal of Environmental Education, 9-18.
Cutter-mackenzie, A., & Smith, R. (2010). Ecological literacy : the “ missing paradigm †in environmental education ( part one ). Environmental Education Research, 3(7),37–41.
Dahl, B., & Brabrand, C. (2008). Constructive alignment and the solo taxonomy : a comparative study of university competences in computer science vs . mathematics. 6(9), 65-78.
Desfandi, M., & Maryani, E. (2017). Building ecoliteracy through adiwiyata program (study at adiwiyata school in banda aceh ), 49(1), 52-56.
Goleman, D. L. (2013, April 18). Five Ways to Develop "Ecoliteracy". Retrieved Juni 23, 2018, from Greater Good Magazine: https://greatergood.berkeley.edu/article/item/five_ways_to_ develop_ ekoliterasi
Holmes, Kathryn. (2004). "Analysis of asynchronous online discussion using the SOLO taxonomy a paper of presentation at the australian association for educational research annual confrence". Melbourne: Universuty of Newcastle. Educational and Development Journal: Nov-Dec 2004.
Iskandar, Johan. (2009). Ekologi Manusia dan Pembangunan Berkelanjutan. Bandung: Program Studi Ilmu Lingkungan, Universitas Padjajaran Bandung.
Imam Purkana. (2014). Perbandingan kemamuan kognitif dalam pemahaman pembelajaran penjasorkes antara siswa ipa dan siswa ips kelas x di sma negeri 1 peukan banda aceh besar. Penjaskesrek, 1(1), 1-16.
Jamaris, Martini. (2004). “Proses pembelajaran dalam pengembangan kemampuan aktualisasi kognitif tingkat tinggiâ€, Jurnal Ilmu Pendidikan Parameter UNJ Tahun XXI No.19.
Jun, L & Mendoza, L.P. (2002). Misconseptions in probability. The Sixth International Confrence on Teaching Statistics (ICOTS6), 1-5, Cape Town-South Africa. http://iase-web.org/documents/papers/icots6/6g_jun.pdf diakses pada 8 Januari 2019.
Kementrian Pendidikan Dan Kebudayaan (2013). Draf Kurikulum 2013: Rasional, Kerangka, Dasar, Struktur, Implementasi, Dan Evaluasi Kurikulum. Jakarta: Kemendikbud.
Keraf, S. (2014). Filsafat Lingkungan Hidup. Jakarta: Penerbit Buku Kompas.
Liasouw, Ruslan., Sujadi, Imam., Suyono. (2012). Profil respons siswa dalam memecahkan masalah aljabar berdasarkan taksonomi solo ditinjau dari minat belajar matematika. 2(14), 1-11.
Locke, S., Russo, R. O., Rica, U. D. C., & Rica, C. (2013). Environmental education and eco-literacy as tools of education for sustainable development, 4(8), 25-37.
Lucander, H., Bondemark, L., Brown, G., & Knutsson, K. (2010). The structure of observed learning outcome (SOLO) taxonomy : a model to promote dental student's learning. Europan Journal of Dental Education, 14(17), 145–150.
Makmun, Abin Syamsuddin. (2005). Psikologi Kependidikan Perangkat Sistem Pengajaran Modul Edisi Revisi. Bandung: PT. Remaja Rosdakarya.
Mcbride, B. B., Brewer, C. A., Berkowitz, A. R., & Borrie, W. T. (2013). Environmental literacy, ecological literacy, ecoliteracy: what do we mean and how did we get here? Ecosphere, 4(5), 1-20.
Mcginn, A. E. (2014). Quantifying and understanding ecological literacy : a study of first year students at liberal arts institutions. Pennsylvania: Dickson Collage.
Muijs, Daniel dan David Reynolds. (2008). Effective Teaching. Evidence and Practice. (Penerjemah: Helly Prajitno Soetjipto dan Sri Mulyantini Soetjipto). Yogyakarta: Pustaka Pelajar
Mulyasa, E. 2008. Kurikulum Berbasis Kompetensi. Bandung: PT Remaja.
Oktadiani, F. S., Sri Buwono., Basri. 2014. Presepsi siswa ada mata pelajaran ekonomi (Studi kasus peminatan di SMA Negeri 1 Pontianak), 6(10), 1-16.
Pitman, S. D., & Daniels, C. B. (2016). Quantifying ecological literacy in an adult western community : the development and application of a new assessment tool and community standard. 3(5), 1–18.
Pitman, S. D., Daniels, C. B, Sutton, P.C. (2017). Characteristics associated with high and low levels of ecological literacy in a western society. International Journal Sustainable Development World Ecology. 3 (8), 1–11.
Pratiwi, Y.E. (2016). Perbedaan sikap dan pola pikir siswa kelas XI IPS dengan siswa kelas XI IPA pada mata pelajaran PKN di SMA Negeri 1 Seputih Banyak Kabupaten Lampung Tengah Tahun Pelajaran 2015/2016 [Skripsi]. Bandar Lampung: Fakultas Keguruan Dan Ilmu Pendidikan. Universitas Lampung.
Roeser, R. W., & Peck, S. C. (2009). An education in awareness : self , motivation , and self-regulated learning in contemplative perspective. Educational Phsycologist, 44(2), 119–136.
Ryansyah, A. (2016). Hubungan ekoliterasi dengan willingness to pay mahasiswa biologi membawa school lunch. Jakarta : Fakultas Matematika dan Ilmu Pengetahuan Alam. Universitas Negeri Jakarta.
Saeful, Asep Hamdani. (2008). Penggabungan Taksonomi Bloom dan taksonomi SOLO Sebagai Model Baru Tujuan Pendidikan. Surabaya : Fakultas Tarbiyah. Institut Agama Islam Negeri.
Sriyanto. (2016). Studi kurikulum ilmu sosial (IPS) di sekolah dasar di Indonesia, Malaysia dan Hongkong. Jurnal Pendidikan Sekolah Dasar, 2(1), 110–127.
Sudarsiman,S. (2015). Memahami hakikat dan karakteristik pembelajaran biologi dalam upaya menjawab tantangan abad 21 serta optimalisasi implementasi kurikulum 2013. Jurnal Florea, 1(2), 29-35.
Sugiarti, Titik. (1997). Tingkat kemampuan pemecahan masalah matematika berdasarkan taksonomi solo . Pancaran Pendidikan, 10 (38), 182-188.
Sugiharto, B. (2010). Konsepsi guru IPA biologi SMP Se-Surakarta tentang hakikat biologi sebagai sains. Prossiding Seminar Nasional VII Pendidikan Biologi Surakarta. Universitas Sebelas Maret, 404-411.
Syah, Muhibbin. (2006). Psikologi Belajar. Jakarta: PT. Raja Grafindo Persada.
Tarigan, Daritin. (2014). Taksonomi SOLO dalam analisis kesalahan menyelesaikan soal geometri bagi mahasiswa PGSD. Jurnal Pengabdian Kepada Masyarakat, 75(2), 34-39.
Trianto. (2007). Model- Model Pembelajaran Inovatif Berorientasi Konstruktivistik: Konsep, Landasan, Teoritis-Praktis dan Implementasinya. Jakarta : Prestasi Pustaka.
Trianto. (2012). Model Pembelajaran Terpadu. Jakarta : Bumi Aksara.
Undang- Undang Sistem Pendidikan Nasional No. 20 Tahun 2003.
Valentine, D. A. (2015). Peningkatan ekoliterasi siswa dalam pemanfaatan kebun karet sebagai sumber pembelajaran IPS. Jurnal Pendidikan Ilmu Sosial, 2 (24). 223-230.
Wardani, O. P. (2012). The structure of observed learning outcome (SOLO) pada mata pelajaran bahasa indonesia kompetensi membaca peserta didik. Seloka : Jurnal Pendidikan Bahasa dan Sastra Indonesia, 1(2), 80–84.
Wilujeng, Sri Rahayu. (2003): Mencari Landasan Etis Bagi Upaya Membudayakan Pengelolaan Lingkungan Yang Bertanggung Jawab. Semarang. Universitas Diponegoro.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Ade Suryanda, Erna Heryanti, Azika Aulia Hanizya Syaikhan, Hilda Nur Indah Lestari
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with Biodik : Jurnal Ilmiah Pendidikan Biologi agree to the following terms:
- For all articles published in Biodik : Jurnal Ilmiah Pendidikan Biologi, copyright is retained by the authors and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International Licensethat allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
