Published date:Jul 03 2019

Journal Title: KnE Social Sciences

Issue title: UNNES International Conference on Research Innovation and Commercialization 2018

Pages:222–233

DOI: 10.18502/kss.v3i18.4716

Ana Alinaanaalina2995@gmail.comBuilding D7 Floor 2, Campus of Sekaran Gunungpati, Semarang 50229 Physics Department, Mathematics and Natural Science Faculty, Universitas Negeri Semarang

Budi AstutiBuilding D7 Floor 2, Campus of Sekaran Gunungpati, Semarang 50229 Physics Department, Mathematics and Natural Science Faculty, Universitas Negeri Semarang

Hartono Hartono Building D7 Floor 2, Campus of Sekaran Gunungpati, Semarang 50229 Physics Department, Mathematics and Natural Science Faculty, Universitas Negeri Semarang

Project-based learning integrated with Entrepreneurial Science Thinking (EnSciT) is a model that involves the students in playing the learning based on their own discovering, researching, and creating project using science knowladge to produce a science-based and innovative product that can be accepted by the people. The purpose of this research is to analyze the implementation of project-based learning integrated with EnSciT in terms of students’s symbolic language enhancement. The method of this research is One Grup Pretest-Posttest Design. This research using instruments of generic science skill test, observation sheet, and questionnaire. The analytical technique using n-gain test. Students’s science generic skill enhancement resulting gain factor of 0,523 in medium criteria. The characteristics of project-based learning integrated with EnSciT growing creative thinking that trains the symbolic language. Symbolic language skill increased signifcantly resulting gain factor of 0,82.

Keywords: entrepreneurial science thinking, project-based learning, science generic skill, symbolic language

[1] Amanda, N.W.Y., W. Subagia, dan N. Tika. 2014. Pengaruh Model Pembelajaran Berbasis Poyek Terhadap Hasil Belajar IPA ditinjau dari Self Afficacy Siswa. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 1(4):1-11.


[2] Arikunto, S & S. Cepi. 2009. Evaluasi Program Pendidikan Edisi Revisi. Jakarta: PT Bumi Aksara.


[3] Baer, J. 1993. Craetivity and Divergent Thinking: A Task Spesific Approach. London: Lawrence Elbaum Associates Publisher.


[4] Blumenfeld, P. C., E. Soloway, R. W. Marx, J. S. Krajcik, M. Guzdial, & A. Palincsar. 1991. Motivating Project-Based Learning: Suistaining the Doing, Supporting the Learning. Educational Psychologist, 26 (3&4):369-398.


[5] Buang, N. A., L. Halim, & T. Subahan, M. Meerah. 2009. Understanding the Thinking of Scientist Entrepreurs:Implications for Science Education in Malaysia. Journal of Turkish Science Education. 6 (2):3-11.


[6] Brotosiswoyo, B. S. 2001. Hakikat Pembelajaran MIPA dan Kiat Pembelajaran Fisika di Perguruan Tinggi. Jakarta: PEKERTI-MIPA Universitas Terbuka.


[7] Clarke, M,. 2007. Undrstanding and Managing Employability in Changing Career Contexts. Journal of European Inustrial Training, 32 (4):258-284.


[8] Fatimah, N., N. Ngazizah, & Sriyono. 2015. Analisis Buku Ajar Fisika Kelas XI MIA Semester II Berdasarkan Keterampilan Generik Sains Di SMA Negeri Se-Kabupaten Purworejo Tahun Pelajaran 2014/2015. Radiasi, 7 (1):32-35.


[9] Fitrianingrum, A. M., Sarwi, & B. Astuti. 2016. Keefektikan Project Based Learning Berbasis Eksperimen Pada Penguasaan Konsp dan Kinerja Siswa SMA. Unnes Physics Educational Journal, 5 (2):20-27.


[10] Feyzioğlu, B., B. Demirdağ, M. Akyildiz, & E. Altun. 2012. Developing a Science Process Skills Test for Secondary Students: Validity and Reliability Study. Educational Sciences: Theory & Practice, 12 (3):1899-1906.


[11] Gunawan, A. S., & D. H. Widyantoro. 2013. Model Virtual Laboratory Fisika Modern untuk Meningkatkan Keterampilan Generik Sains Calon Guru. Jurnal Pendidikan Dan Pembelajaran, 20 (1) :25-32.


[12] Hake, R. R. 1998. Interactive Engagement vs Traditional ethods: A Six Thousan Student Survey of Mechanics Test Data for Introductory Physics Courses. American Journal of Physics, 441(679): 63-90.


[13] Kusdiwelirawan, A, T. I. Hartini, & A. R. Najihah. 2015. Perbandingan Peningkatan Keteramplan Generik Sains Antara Model Inquiry Based Larning dengan Model Problem Based Learning. Jurnal Fisika dan Pendidikan Fisika, 1 (2):19-23.


[14] Lestari, I. 2015, Pengaruh Waktu Belajar Dan Minat Belajar Terhadap Hasil Belajar Matematika. Jurnal Formatif, 3(2): 115-125.


[15] Luthvitasari, N., N. M. D. Putera, & S. Linuwih. 2012. Implementasi Pembelajaran Fisika Berbasis Proyek Terhadap Keterampilan Berpikir Kritis, Berpikir Kreatif, dan Kemahiran Generik Sains. Journal of innovative Science education, 1 (2):91-97.


[16] Meltzer, D. E., 2002. The Relationship Between Mathematics Preparation And Conceptual Learning Gains In Physics: A Possible “Hidden Variable” In Diagnostic Pretest Scores. American Association of Physics Teachers, 70 (12):1259-1268.


[17] NCVER (National Centre for Vocational Education Research) 2003, Defining Generic Skills, NCVER, Adelaide.


[18] Parray, O. 2017. Memanfaatkan Teknologi untuk Pertumbuhan dan Penciptaan Lapangan Kerja Laporan Ketenagakerjaan Indonesia 2017. International Labour Organization.


[19] Rahayu, E., H. Susanto, & D. Yulianti. 2011. Pembelajaran Sains Dengan Pendekatan Keterampilan Proses Untuk Meningkatkan Hasil Belajar Dan Kemampuan Berpikir Kreatif Siswa. Jurnal Pendidikan Fisika Indonesia, 7 (2011): 106-110.


[20] Rais, M. Model Project Based-Learning Sebagai Upaya Meningkatkan Prestasi Akademik Mahasiswa. Jurnal Pendidikan dan Pengajaran, Jilid 43 (3):246-252.


[21] Souitaris, Vangelis, S. Zerbinati, & A. Al-Laham. 2007. Do Entrepreneurship Programmes Raise Entrepreneurial Intention Of Science And Engineering Students? The Effect Of Learning, Inspiration And Resources. ELSEVIER Journal of Business Venturing. 1 (22): 566–591.


[22] Sudjana. 2005. Metoda Statistika. Bandung: PT Tarsito.


[23] Thomas, J. W. 2000. A Review of Research on Project-Based Learning. The Autodesk Foundation. http://www.bie.org/index.php/site/RE/pbl_research/29.


[24] Yuniarita, F. 2014. Penerapan Pembelajaran Inkuiri Terbimbing Untuk Meningkatkan Keterampilan Generik Sains Siswa SMP. Jurnal Pengajaran MIPA, 19 (1):111-116.


[25] Zeidan, A. H., & M. R. Jayosi. 2015. Science Process Skills and Attitudes toward Science among Secondary School Students Palestinia. World Journal of Education, 5 (1):13-24.