Implementasi integrasi coding dalam pelajaran IPA untuk meningkatkan kesadaran dan perilaku lingkungan serta persepsi coding pada siswa kelas VI: penelitian tindakan kelas di sekolah XYZ di Bogor

Soerja Djanegara, Reyninta (2024) Implementasi integrasi coding dalam pelajaran IPA untuk meningkatkan kesadaran dan perilaku lingkungan serta persepsi coding pada siswa kelas VI: penelitian tindakan kelas di sekolah XYZ di Bogor. Masters thesis, Universitas Pelita Harapan.

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Abstract

Penelitian tindakan kelas ini bertujuan untuk menginvestigasi pengaruh integrasi coding dalam pembelajaran ilmu pengetahuan alam terhadap kesadaran, sikap, dan perilaku lingkungan siswa. Penelitian ini dilakukan di Sekolah XYZ dan melibatkan siswa kelas VI yang mengikuti dua siklus kegiatan pembelajaran berbasis masalah yang berfokus pada topik energi bersih. Pengukuran pre-test dan post-test digunakan untuk menilai perubahan dalam kesadaran, sikap, dan persepsi siswa terhadap coding. Siklus pertama memperkenalkan konsep dasar coding dan aplikasinya dalam memahami isu lingkungan. Siklus kedua melibatkan siswa dalam pembuatan proyek menggunakan coding untuk mengatasi masalah lingkungan tertentu. Data dikumpulkan melalui observasi, kuesioner, dan wawancara mendalam. Hasil penelitian menunjukkan peningkatan signifikan dalam kesadaran lingkungan dan perilaku pro-lingkungan siswa. Selain itu, siswa menunjukkan antusiasme dan keterlibatan yang lebih tinggi dalam kegiatan coding. Hasil ini menunjukkan bahwa integrasi coding dalam pembelajaran ilmu pengetahuan alam dapat secara efektif meningkatkan pemahaman siswa tentang isu lingkungan dan mendorong sikap positif terhadap praktik berkelanjutan. Penelitian selanjutnya perlu mengeksplorasi efek jangka panjang dan skalabilitas pendekatan ini dalam konteks pendidikan yang berbeda. / This classroom action research aimed to investigate the impact of integrating coding into science education on students' environmental awareness, attitudes, and behavior. Conducted at XYZ School, this study involved sixth-grade students who participated in two cycles of problem-based learning activities focused on clean energy topics. Pretest and post-test measurements were used to assess changes in students' environmental awareness, attitudes, and coding perceptions. The first cycle introduced students to basic coding concepts and their application in understanding environmental issues. The second cycle involved students creating projects using coding to address specific environmental problems. Data were collected through observations, questionnaires, and in-depth interviews. The findings revealed significant improvements in students' environmental awareness and pro-environmental behavior. Additionally, students demonstrated increased enthusiasm and engagement with coding activities. These results suggest that integrating coding into science education can effectively enhance students' understanding of environmental issues and foster positive attitudes towards sustainable practices. Future research should explore long-term effects and scalability of this approach in different educational contexts.

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