Implementasi tahap-tahap perkembangan kognitif piaget pada penguasaan konsep IPA siswa kelas 6 SD
RAHAYU, Sutji, Dr. Enadang Ekowarni
2002 | Tesis | S2 PsikologiPembentukan konsep erat hubungannya dengan proses berfikir/kognitif. Menurut Piaget siswa akan mempelajari sesuatu secara bermakna apabila bahan yang dipelajari setaraf dengan perkembangan kognitif dan pengalaman sebelumnya. Dengan demikian siswa dapat menguasai bahan tersebut tidak hanya terbatas pada tahap ingatan tanpa pengertian ,tetapi bahan pelajaran dapat diserap secara bermakna. Tujuan dan penelitian ini untuk mengetahui: (1) tahap perkembangan kognitif yang telah dicapai siswa KL 6 Sekolah Dasar, (2) hubungan tahap-tahap perkembangan kognitif dengan penguasaan konsep TPA, (3) ada tidaknya perbedaan kemampuan penguasaan konsep IPA antara setiap kelompok tahap perkembangan kognitif, (4) ada tidaknya perbedaan kemampuan penguasaan konsep IPA antara siswa laki-laki dan perempuan. Penelitian ini menggunakan variabel bebas berupa tahap-tahap perkembangan kognitif dan jenis kelamin dan variable terikat berupa penguasaan konsep TA. Subjek penelitian adalah siswa KL 6 Sekolah Dasar di kota Blitar sejumlah 115 siswa yang dipilih secara purposive random sampling. Alat ukur yang digunakan dalam mengumpulkan data yaitu tes tahap perkembangan kognitf dan tes penguasaan TA yang sebelumnya sudah diuji coba validitas maupun reliabilitasnya. Analisis data menggunakan Analisis Korelasi Momen Tangkar Pearson, Analisis Varian — 1 jalur, dan Analisis Uji-t. Hasil temuan penelitian menunjukkan bahwa (1) Dan basil 115 siswa kelas 6 SD sebagai subjek penelitian sebagaian besar (60,9%) berada pada tahap operasional konkrit, sebagaian kecil (39,1%) berada pada tahap awal operasional formal dan tidak ada yang berada pada tahap pra-operasional. Ditinjau menurut umur, dari 45 siswa yang berumur 11 tahun, 68,9% berada pada tahap operasional konkrit, 31,1% berada pada tahap awal operasioal formal. Dan 69 siswa yang berumur 12 tahun, 70% berada pada tahap kongkrit dan 30% berada pada tahap awal operasional formal. Dari 1 siswa yang berumur 13 tahun sudah berada pada tahap awal operasional formal. Ditinjau dari jenis kelamin, dari 64 siswa 59,4% berada pada tahap operasional kongkrit dan 40,6% berada pada tahap awal operasional formal. Dari 51 siswa perempuan 62,7% berada pada tahap operasional kongkrit, dan 37,3% berada pada tahap awal operasional formal. (2) Terdapat hubungan yang positif dan sifnifikan antara tahap-tahap operasional kognitif dengan kemampuan penguasaan konsep-konsep TA (3). Terdapat perbedaan kemampuan penguasaan konsep-konsep IPA antara setiap kelompok tahap perkembangan kognitif, (4). Tidak ada perbedaan kemampuan penguasaan konsep-konsep IPA antara siswa laki-laki dan perempuan. Berdasarkan basil analisis tambahan, diperoleh kesimpulan sebagai berikut: (a) Karakteristik latar belakang keluarga yang meliputi orang tua, kondisi ekonomi, dan fasilitas rumah berpengaruh pada keberhasilan siswa,. (b) Makin tinggi tahap perkembangan kognitif siswa terbukti belum tentu menjamin keberhasilan siswa. (c) Siswa yang kurang berhasil menguasai konsep IPA banyak dialami oleh anak tung,gal dan anak bungsu. (d) Guru kurang memanfaatkan lingkungan sebagai sumber belajar. (e) Penalaran siswa kelas 6 SD masih kurang dan masih kurang dan masih terjadi kesalahan konsep . Berdasarkan temuan-temuan basil penelitian disarankan : (1). Guru diharapkan dalam mengajar selalu menggunakan media pembelajaran, banyak memberikan pengalaman langsung, berupaya mengetahui penguasaan awal siswa dan mengaktitkan siswa dalam pembelajaran. (2) Ada penelitian lebih lanjut dengan subjek penelitian yang lebih banyak dan dalarn penelitian yang lebih luas
Concept development relates with the process of cognitive thinking. Piaget stated that students would learn subjects meaningfully if they were in their cognitive development level and their pre-experiences. Students are able to acquire a subject matter not only memorizing without any understanding. The goals of this research were to understand; (1) the level of cognitive development achieved by the sixth grade students of elementary school, (2) cognitive developmental level and the correlation of concept acquisition, (3) the difference in acquiring concept of natural sciences in varies group of cognitive development levels, (4) the difference acquisition of natural sciences between male and female students. The independent variables used in this research were the level of cognitive development and sex. In addition, the dependent variables were the acquisition of natural sciences concepts. The subjects of this study were 15 grade student of elementary school in Blitar residence. It was taken purposively random. Two kinds of test were used as instrument in collecting the data. Those were test of cognitive development level and test of natural sciences acquisition which has been tested its validity and reliability. The data were analyzed by using Pearson Moment Product Correlation, one-way analysis of variance, and T-test analysis. The result of the analysis showed: (1) of the 115 students 60,9% of the students were in the level of operational concrete, 39.1% was in the level of pre operational formal, and none of the students was in pre-operational. From the 45 eleven-year-old students none of them was in the level of pre-operational, 68,9 % students were in the level of operational concrete, 31,1% students were in the level of preoperational formal. None of the 69 twelve-year-students was in the level of pre-operational, 56,5% students were in the operational concrete, and 43,5% students were in the level of pre-operational formal. A thirteen-year-old student was in the level of pre-operational formal. Based on the gender none of the sixty-four male students was in the pre-operational, 59, 4 students were in the level of operational concrete, and 40,6% students were in the level pre-operational formal. None of the 51 students was in the level of pre-operational, 62,7% students were in the level operational concrete, and 37,3% students were in the level of pre-operational formal. (2) There was a significant and positive correlation between cognitive development levels and concept of natural sciences acquisition. (3) The acquisition of natural sciences concept was different in each level of cognitive development. (4) The acquisition in natural science between male and female students was equal. (5) Based on the additional analysis result it can be concluded as follows: (a) family background for instance: parent education, economic status, and home facilities (b) higher cognitive development levels were not always a guarantee for student succeed in school (c) student that less successful in concept acquisition for science was the youngest or only child in family (d) teacher never used the environment as learning source (e) the logic of student in sixth grade in elementary school was not developed yet. Based on the research finding, it is suggested (I) for the teachers to use learning instruments, to give direct experiences and to see pre acknowledge of the students, to make students active in learning process. (2) For the other researchers to do further researches in larger subject and scope.
Kata Kunci : Psikologi Perkembangan,Perkembangan Kognitif Piaget,Siswa SD,Konsep IPA, levels of cognitive development, natural science concept, concept acquisition, sixth grade student, and elementary school
