PENELITIAN KUASI EKSPERIMEN - TEKNIK PENULISAN BAB II LANDASAN TEORI skripsi tesis | PLC

Summary

This video provides an in-depth guide on writing Chapter 2 (Theoretical Framework) of a research proposal for a quasi-experimental study on the impact of Project-Based Learning (PBL) on students' Science Process Skills (KPS). It covers the essential sections such as the nature of science education, the principles of PBL, the importance of KPS, and how PBL can enhance these skills. The video also discusses the concept of environmental pollution as the subject matter and presents how relevant past research supports the use of PBL for improving KPS. A step-by-step approach is given for creating the research framework and formulating the hypothesis.

Takeaways

• 😀 The video discusses how to write a research proposal for a quasi-experimental study, specifically focusing on the 'Project Based Learning' (PBL) model and its effects on science process skills (KPS) in middle school students.
• 😀 The importance of Bab 2 (Chapter 2) 'Landasan Teori' (Theoretical Framework) in a research proposal is highlighted, as it builds the theoretical base and develops the research hypothesis.
• 😀 A step-by-step approach is provided for writing the theoretical framework, which includes discussing various aspects such as the nature of science (IPA), PBL model, science process skills (KPS), and environmental pollution concepts.
• 😀 The structure of the theoretical framework should logically connect theories related to the research variables to form a coherent and understandable flow.
• 😀 The first section of Bab 2 should explain the essence of science (IPA) and science education, supported by relevant research studies.
• 😀 The second section should provide an in-depth description of the PBL model, including its principles, steps (syntax), strengths, weaknesses, and the evaluation methods used within PBL.
• 😀 When discussing KPS (science process skills), the proposal should explain the skills' definitions, benefits, and characteristics, with supporting research on how these skills can be developed through various learning approaches.
• 😀 In the section on the relationship between PBL and KPS, a matrix table should be used to demonstrate how the steps in the PBL model correlate with KPS indicators.
• 😀 A clear explanation of how PBL enhances science process skills is essential, supported by relevant research findings that validate the effectiveness of PBL in improving students' science skills.
• 😀 The research proposal should also discuss the concept of environmental pollution as part of the study's content, showing how it ties into both the learning process and the development of KPS through the PBL model.

Q & A

What is the focus of Chapter 2 in the research proposal discussed in the script?

Chapter 2 focuses on the theoretical framework (Landasan Teori) of the research proposal. It guides students on how to structure the theoretical background and discuss relevant theories related to the research variables, which in this case are Project-Based Learning (PBL) and Science Process Skills (KPS).

How should students approach discussing the 'Nature of Science' and its teaching in Chapter 2?

Students should begin by explaining the nature of science (IPA) and the importance of teaching science effectively. They should include relevant theories and research that highlight the significance of teaching science in ways that develop students' scientific understanding, particularly in addressing environmental issues.

What is the purpose of including a detailed explanation of Project-Based Learning (PBL) in Chapter 2?

The purpose is to explain the core principles, advantages, and limitations of PBL. By detailing the steps involved in PBL (such as project design, monitoring, and evaluation), students can demonstrate how PBL supports the development of science process skills (KPS) in the context of the study.

What key aspects of Science Process Skills (KPS) should be discussed in Chapter 2?

In Chapter 2, students should define KPS and explain their significance in science education. They should describe the key aspects of KPS, including observation, inquiry, planning, and analysis. Furthermore, students should explain how these skills can be fostered through PBL, linking these skills to the activities in the study.

Why is it important to show the relationship between PBL and KPS in Chapter 2?

It is important because the research aims to investigate how PBL can improve KPS in students. Demonstrating this relationship provides a solid foundation for the hypothesis, showing how the application of PBL directly influences the development of KPS in science education.

How can students structure the explanation of environmental pollution in Chapter 2?

Students should explain the concept of environmental pollution by focusing on types like air and water pollution. They should relate these issues to the activities that will be conducted in the study, where students will apply KPS to understand and potentially solve environmental problems.

What is the role of 'Relevant Research' in Chapter 2?

The role of 'Relevant Research' is to provide supporting evidence for the theories and concepts presented in Chapter 2. Students should include past studies that have explored the effects of PBL on KPS, thus strengthening the theoretical framework and showing the research gap their study intends to fill.

How should the Conceptual Framework be presented in Chapter 2?

The Conceptual Framework should visually depict the relationships between the independent variable (PBL) and the dependent variable (KPS). It helps to clarify the theoretical connections between the variables and guides the formulation of the research hypothesis.

What is the importance of forming a clear hypothesis in a quasi-experimental study like this one?

The hypothesis is critical because it provides a testable statement that guides the study. In this case, the hypothesis will suggest that the application of PBL will lead to an improvement in KPS. A clear hypothesis is essential for a quasi-experimental study as it forms the basis for further testing and analysis.

What should be included in the matrix linking PBL activities to KPS in Chapter 2?

The matrix should detail the specific activities within PBL and their corresponding KPS indicators. For example, it should map out how a certain PBL activity (such as observing environmental pollution) supports the development of skills like observation, question formulation, and analysis. This matrix helps demonstrate the logical connection between PBL and KPS.