TR 2 - KM - Juita Tamba - Pipa19a
TR 2 - KM - Juita Tamba - Pipa19a
TUGAS RUTIN 2
JURUSAN BIOLOGI
FAKULTAS MATEMATIKA DAN ILMU PENGETAHUAN ALAM
MEDAN
FEBRUARI 2022
PENDIDIKAN KARAKTER PEDULI LINGKUNGAN
2
DAN IMPLEMENTASINYA
Hasil Pembahasan :
a. Paragraf I : Definisi Pendidikan Karakter Peduli Lingkungan
Pendidikan Karakter Peduli Lingkungan Pendidikan karakter sebagaimana kita
ketahui, adalah pendidikan yang menanamkan kebiasaan (habituation) kepada manusia
ataupun siswa tentang hal mana yang baik sehingga peserta didik menjadi paham
(kognitif) mana yang benar dan salah, mampu merasakan (afektif) nilai yang baik, dan
biasa melakukannya (psikomotor).
Descriptive :
a. Tenth-grade students of Social Science class :
175 students
b. Eleventh-grade students of Social Science class : 175 students
c. Twelfth-grade students of Social Sciences class : 175 students
In determining the total number of sample, the present study uses Slovin’s
formulation (Sugiyono, 2013). It can be seen as follows:
n= Where:
d. n : Total sample
e. N : Total population
f. e : Error tolerance
Discussion result
This research was conducted at Senior High School 1 Kayen located on Jl.Kayen-Sukolilo,
Kayen Sub-District, Pati District, Central Java. It is astronomically situated between 6˚ 54’ 09”
SL dan 110˚ 58’ 32” EL. In this research design, there are 4 indicators that were used to measure
environmental care, namely: energy saving behavior, disposing of waste, utilizing water,
contributing to carbon emissions, and healthy living habits
Number Number of
Very
Very Low Low Moderate High of Percentages
No Class High
Frequency (%)
F (%) F (%) F % F % F (%)
X IPS
1 (Tenth 6 3,12% 15 7,81% 30 15,62% 13 6,77% 0 0% 64 33,33%
Grade)
XI IPS
2 (Eleventh 5 2,60% 16 8,33% 28 14,58% 15 7,81% 0 0% 64 33,33%
Grade)
XII IPS
3 (Twelfth 3 1,56% 22 11,45% 31 16,14% 8 4,16% 0 0% 64 33,33%
Grade)
Total 14 7,29 53 27,60% 89 46,35% 36 18,75% 0 0% 192 100%
After the data were obtained based on the questionnaire given to the respondent, the first step to
do was finding out the percentage number in the form of a table using the percentage formula.
The results of the obtained score analysis indicate that there were 6 tenth-grade students of social
science (IPS) class whose scores were in the range of 24-43,2 classified into very low category,
15 tenth-grade students of social science (IPS) class whose scores were in the range of 43,3-62,4
classified into the low category, 30 tenth-grade students of social science (IPS) class whose
scores were in the range of 62,5- 81,6 classified into the moderate category and 13 tenth-grade
students of social science (IPS) class whose scores were in the range of 81,7-100,8 classified into
the high category.
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Sample : random
Descriptive
c.
d. Inferential
Interviews
7
Discussion result
We chose to enter the independent variables into the regression models in three blocks. The first
included the respondents' age, gender, and race. The second included two indicators of socio-economic
status, education and income. Finally, ruraVurban residence was added by itself in the third block. This
arrangement should make it easier to determine the relative explanatory power of these variables. The
analyses were run in blocks, but the results are presented for the full model only in Table 2. The
coefficients for each block are presented in the text. We provide a fairly detailed discussion of the three
block models for the overall NEP scale and a shorter discussion for the three sub-scales. The adjusted R2
is offered as the amount of variation attributable to the model. The estimated regression coefficients for
the final regression model are presented in Table 2. Preliminary analyses suggested that income had a
nonlinear effect on environmental attitudes. Therefore, a quadratic term was added to the models. In
terms of the analyses using the overall NEP index, the demographic variables of age, gender, and race
account for about 5 percent of the variation in scores for the index. As hypothesized, age has a
statistically significant negative effect (-.06) on environmental attitudes. Also, as expected, gender and
race have statistically significant positive effects (1.02 and 2.32) on scores for the NEP index, so that
women and whites have higher scores when controlling for the other variables. Race appears to have a
stronger effect on environmental attitudes than gender since the standardized coefficient for race is
approximately 1.7 times the standardized value for gender. The independent variables account for
almost 10 percent of the variation in scores on the NEP index when the socioeconomic variables of
education and income are added to the model. An incremental F-test reveals that this model represents
a statistically significant improvement in predictive ability over the previous model. In this model, age
(-.04), gender (1.27), and race (2.03) continue to have statistically significant effects on environmental
attitudes. The coefficient for race decreases slightly from the previous model.
PERKEMBANGAN KARAKTER PEDULI LINGKUNGAN
MELALUI MODEL EXPERIENTIAL LEARNING
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b. Normalitas Kolmogorav- skala likert
Uji Linearitas : Test of Linearity
II. Inferensial : a. Uji Hipotesis
Hasil Pembahasan :
Contoh Tabel 2
Tabel 3
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Kategori Nilai Pretest Posttest Gain Kriteria
Tertinggi
terendah 60 95 20 35
Rata-rata 33,06 63,73 0,4 6
Hipotesis:
- Terdapat hubungan yang positif antara konsep diri dengan sikap peduli
lingkungan peserta didik
rx1y X1 (Variabel Konsep Diri Siswa)
Y (Variabel Sikap Peduli Lingkungan)
Hasil analisis nilai gain karakter peduli lingkungan dapat dilihat pada Tabel
1,sedangkan skor T dapat dilihat pada Tabel 2.Berdasarkan Tabel 1 dapat
diketahui bahwa hampir keseluruhan nilai sikap peduli
lingkungan peserta didik tiap indikator mengalami peningkatan. Selain itu,
peningkatan ini diikuti hasil analisis skor T sikap peduli
lingkungan pada Tabel 2 yang juga menunjukkan bahwa sikap positif
peserta didik lebih banyak dari sebelumnya.
- Terdapat hubungan yang positif antara pengetahuan lingkungan dengan
sikap peduli lingkungan eningkatan sikap peduli lingkungan ini disebabkan
oleh pengaruh model experiential learning yang mampu menambah
keyakinan seseorang dari mulanya sedikit menjadi lebih banyak. Proses
pembelajaran menggunakan model experiential learning sesuai dalam
prosespembentukan sikap dan perilaku
rx2y X(ekxpreiental) (Variabel model expereientsk e-Learning)
Y (Variabel Sikap Peduli Lingkungan)
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Pembahasan:
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