PENDAHULUAN TINJAUAN PUSTAKA METODOLOGI PENELITIAN HASIL DAN PEMBAHASAN KESIMPULAN DAN SARAN

Universitas Kristen Maranatha iii DAFTAR ISI Kata Pengantar i Daftar Isi iii

BAB I PENDAHULUAN

1.1 Latar Belakang Masalah 1 1.2 Identifikasi Masalah 9 1.3 Maksud dan Tujuan Penelitian 1.3.1 Maksud Penelitian 9 1.3.2 Tujuan Penelitian 9 1.4 Kegunaan Ilmiah dan Praktis 1.4.1. Kegunaan Ilmiah 9 1.4.2. Kegunaan Praktis 10 1.5 Kerangka Pemikiran 10 1.6. Asumsi 22

BAB II TINJAUAN PUSTAKA

2.1 Belajar 23 2.1.1 Pengertian Belajar 23 2.1.2 Proses Belajar 24 2.1.3 Taksonomi Bloom 28 2.2 Learning Approach 2.2.1 Metakognisi 32 2.2.2 Metalearning 33 Universitas Kristen Maranatha iv 2.2.3 Pendahuluan mengenai Learning approach 34 2.2.4 Peranan Teori di dalam Perkembangan Inventori mengenai Learning approach 36 2.2.5 Learning approach 38 2.2.6Personal and Background factor 2.2.6.1 Personal factors 42 2.2.6.2 Background fractors 44 2.3 Conseption of learning 46 2.4 Perkembangan kognitifPiaget’s Theory 48

BAB III METODOLOGI PENELITIAN

3.1 Rancangan Penelitian 53 3.2 Variabel penelitan dan Definisi Operasional 3.2.1 Variabel Penelitian 54 3.2.2 Definisi Operasional 54 3.3 Alat Ukur 3.3.1 Kuisioner 55 3.3.2 Data Pribadi dan Data Penunjang 57 3.3.2 Validitas dan Reliabilitas alat ukur 3.3.2.1 Validitas Alat Ukur 58 3.3.2.2 Reliabilitas Alat Ukur 59 3.4 Populasi Sasaran dan Karakteristik Populasi 3.4.1 Populasi Sasaran 60 3.4.2 Karakteristik Populasi 60 3.5 Teknik Analisis 61 Universitas Kristen Maranatha v

BAB IV HASIL DAN PEMBAHASAN

4.1 Gambaran responden 62 4.2 Hasil Pengolahan dan pembahasan 4.2.1 Hasil Pengolahan Data 63 4.2.2 Pembahasan 67

BAB V KESIMPULAN DAN SARAN

5.1 Kesimpulan 77 5.2 Saran 5.2.1 Saran Teoritis 78 5.2.1 Saran Praktis 78 DAFTAR PUSTAKA DAFTAR RUJUKAN Universitas Kristen Maranatha vi DAFTAR SKEMA DAN TABEL Skema kerangka pikir Tabel 3.1 Tabel kisi – kisi alat ukur Learning Process Quesitionnare LPQ Tabel 4.1 Tabel persentase responden berdasarkan jenis kelamin Tabek 4.2 Tabel persentase responden berdasarkan usia Tabel 4.3 Tabel persentase siswa berdasarkan pendidikan ayah dan ibu Tabel 4.4 Tabel persentase berdasarkan nilai ketuntasan raport mata pelajaran Biologi kenaikan ke kelas delapan VIII Tabel 4.5 Tabel persentase Learning Approach Tabel 4.6 Tabel kombinasi motif dan strategi Surface approach Tabel 4.7 Tabel kombinasi motif dan strategi Deep approach Tabel 4.8 Tabel kombinasi motif dan strategi Surface deep approach Universitas Kristen Maranatha vii DAFTAR BAGAN Bagan 1.1 Bagan Kerangka Pemikiran Bagan 2.1 Bigg’s Conception of a 4 factor structure in student’s approaches learning Bagan 3.1 Bagan Perencanaan Penelitian Universitas Kristen Maranatha viii DAFTAR LAMPIRAN Lampiran 1. Alat Ukur Lampiran 2. Hasil Pengujian Validitas dan Reliabilitas Lampiran 3. Hasil Pengolahan Tabulasi Silang dan Distribusi frekuensi Lampiran 4. Data mentah Learning Approach,Data Penunjang Lampiran Tabel 3.1 parental education background factors approach pendidikan_ibu Crosstabulation 11 4 8 23 16.2 .0 9.8 12.1 12.8 52 5 37 57 151 76.5 100.0 90.2 86.4 83.9 5 1 6 7.4 .0 .0 1.5 3.3 68 5 41 66 180 100.0 100.0 100.0 100.0 100.0 Count within pendidikan_ibu Count within pendidikan_ibu Count within pendidikan_ibu Count within pendidikan_ibu deep approach s urface approach s urface deep approach approach Total diploma s mp s mu s trata pendidikan_ibu Total Tabel 3.2 parental education background factors approach pendidikan_ayah Crosstabulation 11 6 6 23 15.5 .0 17.1 8.3 12.8 56 2 29 64 151 78.9 100.0 82.9 88.9 83.9 4 2 6 5.6 .0 .0 2.8 3.3 71 2 35 72 180 100.0 100.0 100.0 100.0 100.0 Count within pendidikan_ayah Count within pendidikan_ayah Count within pendidikan_ayah Count within pendidikan_ayah deep approach s urface approach s urface deep approach approach Total diploma s mp s mu s trata pendidikan_ayah Total Tabel 3.3 jenis kelamin approach jk Crosstabulation 11 12 23 12.8 12.8 12.8 73 78 151 84.9 83.0 83.9 2 4 6 2.3 4.3 3.3 86 94 180 100.0 100.0 100.0 Count within jk Count within jk Count within jk Count within jk deep approach s urface approach s urface deep approach approach Total L P jk Total Tabel 3.4 conceptions of learning personal factors approach makna_blajar Crosstabulation 9 4 4 4 2 23 42.9 16.7 16.7 20.0 .0 5.1 12.8 12 18 20 14 50 37 151 57.1 75.0 83.3 70.0 96.2 94.9 83.9 2 2 2 6 .0 8.3 .0 10.0 3.8 .0 3.3 21 24 24 20 52 39 180 100.0 100.0 100.0 100.0 100.0 100.0 100.0 Count within makna_blajar Count within makna_blajar Count within makna_blajar Count within makna_blajar deep approach surface approach surface deep approach approach Total Pelajaran yang bisa digunakan untuk mendapatkan pengetahuan baru Pelajaran yang bisa membantu untuk menghubung kan materi Biologi yang telah dipelajari dengan materi pelajaran lain Pelajaran yang dapat digunakan untuk mencari informasi yang telah tersimpan dalam memori otak saya Pelajaran yang dapat dikembangka n lebih lanjut sehingga dapat menemukan ide pokok materi yang dipelajari. Pelajaran yang hanya perlu saya ketahui Pelajaran yang perlu saya diingat dan disimpan dalam memori otak saya makna_blajar Total Tabel 3.5 locus of control personal factors approach locus_of_control Crosstabulation 14 9 23 12.2 13.8 12.8 96 55 151 83.5 84.6 83.9 5 1 6 4.3 1.5 3.3 115 65 180 100.0 100.0 100.0 Count within locus_of_control Count within locus_of_control Count within locus_of_control Count within locus_of_control deep approach s urface approach s urface deep approach approach Total eks ternal internal locus_of_control Total Tabel 3.6 abilities personal factors approach hasil_prestasi Crosstabulation 18 5 23 12.7 13.2 12.8 119 32 151 83.8 84.2 83.9 5 1 6 3.5 2.6 3.3 142 38 180 100.0 100.0 100.0 Count within hasil_prestas i Count within hasil_prestas i Count within hasil_prestas i Count within hasil_prestas i deep approach s urface approach s urface deep approach approach Total rendah tinggi has il_prestas i Total Tabel 3.7 experience in learning institutions background factors approach penghayatan_materi Crosstabulation 2 21 23 7.4 13.7 12.8 25 126 151 92.6 82.4 83.9 6 6 .0 3.9 3.3 27 153 180 100.0 100.0 100.0 Count within penghayatan_materi Count within penghayatan_materi Count within penghayatan_materi Count within penghayatan_materi deep approach s urface approach s urface deep approach approach Total mudah s ukar penghayatan_materi Total Tabel 3.8 parental education background factors approach tuntn_akademik Crosstabulation 4 19 23 18.2 12.0 12.8 18 133 151 81.8 84.2 83.9 6 6 .0 3.8 3.3 22 158 180 100.0 100.0 100.0 Count within tuntn_akademik Count within tuntn_akademik Count within tuntn_akademik Count within tuntn_akademik deep approach s urface approach s urface deep approach approach Total rendah tinggi tuntn_akademik Total Tabel 3.9 parental education background factors approach pendidikan_ptg_bg_orangtua Crosstabulation 16 7 23 11.9 15.6 12.8 115 36 151 85.2 80.0 83.9 4 2 6 3.0 4.4 3.3 135 45 180 100.0 100.0 100.0 Count within pendidikan_ptg_ bg_orangtua Count within pendidikan_ptg_ bg_orangtua Count within pendidikan_ptg_ bg_orangtua Count within pendidikan_ptg_ bg_orangtua deep approach s urface approach s urface deep approach approach Total s es uai tidak s es uai pendidikan_ptg_bg_ orangtua Total Tabel 3.10 experience in learning institutions background factors approach kesenangan_ikut_biologi Crosstabulation 11 12 23 13.6 12.1 12.8 67 84 151 82.7 84.8 83.9 3 3 6 3.7 3.0 3.3 81 99 180 100.0 100.0 100.0 Count within kesenangan_ ikut_biologi Count within kesenangan_ ikut_biologi Count within kesenangan_ ikut_biologi Count within kesenangan_ ikut_biologi deep approach s urface approach s urface deep approach approach Total s enang tidak s enang kes enangan_ikut_biologi Total Tabel 3.11 experience in learning institutions background factors approach kwalitas_skolah Crosstabulation 11 5 7 23 14.1 7.9 17.9 12.8 67 54 30 151 85.9 85.7 76.9 83.9 4 2 6 .0 6.3 5.1 3.3 78 63 39 180 100.0 100.0 100.0 100.0 Count within kwalitas_skolah Count within kwalitas_skolah Count within kwalitas_skolah Count within kwalitas_skolah deep approach s urface approach s urface deep approach approach Total baik cukup baik kurang baik kwalitas_skolah Total Tabel 3.12 experience in learning institutions background factors approach mengikuti_kegiatan_belajar Crosstabulation 3 12 8 23 9.7 11.1 19.5 12.8 27 92 32 151 87.1 85.2 78.0 83.9 1 4 1 6 3.2 3.7 2.4 3.3 31 108 41 180 100.0 100.0 100.0 100.0 Count within mengikuti_ kegiatan_belajar Count within mengikuti_ kegiatan_belajar Count within mengikuti_ kegiatan_belajar Count within mengikuti_ kegiatan_belajar deep approach s urface approach s urface deep approach approach Total cukup senang s enang tidak s enang mengikuti_kegiatan_belajar Total Tabel 3.13 experience in learning institutions background factors approach bagian_dari_Sekolah Crosstabulation 18 5 23 11.1 27.8 12.8 138 13 151 85.2 72.2 83.9 6 6 3.7 .0 3.3 162 18 180 100.0 100.0 100.0 Count within bagian_ dari_Sekolah Count within bagian_ dari_Sekolah Count within bagian_ dari_Sekolah Count within bagian_ dari_Sekolah deep approach s urface approach s urface deep approach approach Total bangga malu bagian_dari_Sekolah Total Tabel 3.14 experience in learning institutions background factors approach pergaulan_dengan_teman Crosstabulation 3 20 23 15.0 12.5 12.8 17 134 151 85.0 83.8 83.9 6 6 .0 3.8 3.3 20 160 180 100.0 100.0 100.0 Count within pergaulan_ dengan_teman Count within pergaulan_ dengan_teman Count within pergaulan_ dengan_teman Count within pergaulan_ dengan_teman deep approach s urface approach s urface deep approach approach Total banyak s edikit pergaulan_dengan_ teman Total Tabel 3.15 experience in learning institutions background factors approach dampak_pergaulan_dengan_teman Crosstabulation 10 13 23 12.7 12.9 12.8 66 85 151 83.5 84.2 83.9 3 3 6 3.8 3.0 3.3 79 101 180 100.0 100.0 100.0 Count within dampak_ pergaulan_dengan_ teman Count within dampak_ pergaulan_dengan_ teman Count within dampak_ pergaulan_dengan_ teman Count within dampak_ pergaulan_dengan_ teman deep approach s urface approach s urface deep approach approach Total kurang s emangat mempelajari Biologi untuk mencapai pres tasi s emangat mempelajari Biologi untuk mencapai pres tasi akademi dampak_pergaulan_dengan_ teman Total Tabel 3.16 experience in learning institutions background factors approach penghayatan_thdp_kurikulum Crosstabulation 10 13 23 10.0 16.3 12.8 84 67 151 84.0 83.8 83.9 6 6 6.0 .0 3.3 100 80 180 100.0 100.0 100.0 Count within penghayatan_ thdp_kurikulum Count within penghayatan_ thdp_kurikulum Count within penghayatan_ thdp_kurikulum Count within penghayatan_ thdp_kurikulum deep approach s urface approach s urface deep approach approach Total berat ringan penghayatan_thdp_ kurikulum Total Tabel 3.17 experience in learning institutions background factors approach semngat_yang_diberikan_dari_guru Crosstabulation 12 11 23 11.0 15.5 12.8 92 59 151 84.4 83.1 83.9 5 1 6 4.6 1.4 3.3 109 71 180 100.0 100.0 100.0 Count within semngat_yang_ diberikan_dari_guru Count within semngat_yang_ diberikan_dari_guru Count within semngat_yang_ diberikan_dari_guru Count within semngat_yang_ diberikan_dari_guru deep approach s urface approach s urface deep approach approach Total mendorong menghambat s emngat_yang_diberikan_ dari_guru Total Tabel 3.18 experience in learning institutions background factors approach tugas_biologi_yang_diberikan_guru Crosstabulation 13 4 6 23 14.4 13.8 9.8 12.8 71 25 55 151 78.9 86.2 90.2 83.9 6 6 6.7 .0 .0 3.3 90 29 61 180 100.0 100.0 100.0 100.0 Count within tugas_biologi_ yang_diberikan_guru Count within tugas_biologi_ yang_diberikan_guru Count within tugas_biologi_ yang_diberikan_guru Count within tugas_biologi_ yang_diberikan_guru deep approach s urface approach s urface deep approach approach Total banyak banyak s ekali s edikit tugas_biologi_yang_diberikan_guru Total Tabel 3.19 experience in learning institutions background factors approach pembahasan_dari_guru Crosstabulation 7 16 23 14.6 12.1 12.8 40 111 151 83.3 84.1 83.9 1 5 6 2.1 3.8 3.3 48 132 180 100.0 100.0 100.0 Count within pembahasan_ dari_guru Count within pembahasan_ dari_guru Count within pembahasan_ dari_guru Count within pembahasan_ dari_guru deep approach s urface approach s urface deep approach approach Total kurang menarik menarik pembahas an_dari_ guru Total Tabel 3.20 experience in learning institutions background factors approach nilai_bio_saat_kenaikan_kelas Crosstabulation 2 1 8 12 23 18.2 50.0 8.5 16.4 12.8 8 1 83 59 151 72.7 50.0 88.3 80.8 83.9 1 3 2 6 9.1 .0 3.2 2.7 3.3 11 2 94 73 180 100.0 100.0 100.0 100.0 100.0 Count within nilai_bio_ s aat_kenaikan_kelas Count within nilai_bio_ s aat_kenaikan_kelas Count within nilai_bio_ s aat_kenaikan_kelas Count within nilai_bio_ s aat_kenaikan_kelas deep approach s urface approach s urface deep approach approach Total baik baik s ekali cukup baik kurang nilai_bio_s aat_kenaikan_kelas Total Tabel 3.21Tabel persentasi siswa berdasarkan pendidikan ayah dan ibu parental education Pendidikan orangtua SD SMPN SMUSMK Diploma Strata jumlah ayah 1,1 19,4 39,4 40 100 ibu 2,8 22,8 37,8 36,7 100 Keterangan : Diploma adalah gabungan dari D1 dan D3 : Strata adalah gabungan dari S1,S2,S3 Tabel 3.22. Tabel persentasi berdasarkan nilai ketuntasan raport mata pelajaran Biologi kenaikan dari kelas VII ke kelas VIII abilities Kategori raport Jumlah Persentase Kurang 74 41,11 Cukup Baik 95 52,78 Baik 11 6,11 Total 180 100 Linda Boniarti Sitanggang Personal Data Address : Jln Abadi Raya no 12 KPAD gegerkalong Mobile : +62 81320222424 +6281931485079 E-mail : lindaboniarti.sgmail.com Place Date of Birth : Bandung, 10th April 1983 Sex : Woman Marital Status : Married with 3 children Nationality : Indonesia Religion : Christian Objective I enjoy learning new things as proven through several different activities I have been involved in. My previous activities also have shown my leadership and organization skill, ability to work in team and individually, discipline, high motivation and hard work. Educational Background 2001-2007 : Maranatha University, Faculty of Psychology. 1998-2001 : Trimulia Senior High School, Bandung 1994-1997 : St Aloysius Junior High School, Bandung 1988-1994 : SDK Yahya Elementary School, Bandung Certificates Training of Behavior analyist Future Development-2005 Training Handwriting analyist Authentic School of Graphology -2006 Certified Handwriting instructure Treyce’s Gabriel USA-2006 Training of Behavior analyist DiSC Inscape EPIC -2009 Certified of Basic forensic Treyce’s Gabriel USA -2009 Certified Basic drawing analyis, Roshida International Institute for Childrens Drawings Analysis USA – 2010 Certified of Advanced forensic Treyce’s Gabriel USA -2013 on Progress Certified Basic drawing analyis, Roshida International Institute for Childrens Drawings Analysis USA – 2013 on Progress Working Experiences - 2001 Mei – 2002 January : work as administration substitute 9 month in Kongjen Indonesia Newyork USA. - 2005 November- 2006 June : work as HRD staff substitute 6 month in Kongjen Indonesia Newyork USA. - 2005 – present : consultant outsourcing HRD Perhutani unit III Jawa Barat Bandung - 2006 – 2007 : freelance consultant Alebene Sukajadi - 2007 – 2011 : freelance consultant Gestalt - 2007 – present : quality control outsourcing for Dinas Pariwisata Jawa barat - 2007 - present : graphologist consultant freelance axa mandiri Jakarta - 2007 - present : graphologist consultant personal - 2008 - present : quality control freelance hotel, hand body, wallet, handbags,shampoo and soap. Organizational Experiences - 2013 – present member NAHDE forensic Association on progress - 2013 – present member Canadian Art Therapy Association on progress - 2013 – present member American Art Therapy Association - 2012 – present member of AHAF American Handwriting Analysis Foundation - 2011 – present member of BGI the British Institute of Graphologists - 2011- present affiliate member Law Enforcement Today LET - 2006 – present member of AIG Association International Graphologist - 2006 - present member of International Freelance Graphology - 2004 Member of Committee “ Psikologi Lintas Budaya” - 2003 Member of Committee in “Penerimaan mahasiwa baru Fakultas Psikologi Maranatha 2003” - 2002 Official member of PSM MARANATHA - 2001- 2003 secretary NHKBP Jl Riau Martadinata no 96 - 1998-2001 Member of Science Club in SMUK Trimulia, Bandung - 1999 – 2000 OSIS Senior High School I herewith declare that the statements above are true and correct to the best of my knowledge. 1 Universitas Kristen Maranatha

BAB I PENDAHULUAN