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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
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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
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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
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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
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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