Triyandana, Arga. 2015. Development of Ecosystem and Environmental Based Learning Project Based Learning to Improve Concept Understanding, Attitudes and Environmental Management in Support of Adiwiyata Program at SMP Negeri 2 Malang. Thesis. Department of Biology Education, Postgraduate Program, State University of Malang. Advisor: (I) Prof. Dr. Mimien Henie Irawati, MS, (II) Dr. Ibrohim, M.Si.
Key words: learning ecosystem and the environment, project based learning, understanding concepts, attitudes and environmental management.
One must be able to live in the 21st century ways of thingking, ways of working, tools for working and skills for living in the word. It takes a very central role of education in facilitating the readiness of life in the 21st century. In accordance with the objectives of national education, namely developing the potential of students to become human beings who believe and fear God Almighty, noble, healthy, knowledgeable, competent, creative, independent, and become a democratic and responsible citizen. Education can be integrated between curricula, learning methods and appropriate teaching materials in responding to several challenges in the 21st century, one of the government's efforts in education, namely the implementation of the Adiwiyata program, in accordance with one of the Adiwiyata components, namely participatory-based environmental activities. The objectives of this study were 1) to produce a product in the form of an Ecosystem and Environment-based learning tool project based learning to improve the understanding of concepts, attitudes and environmental management of class VII students of SMP Negeri 2 Malang; 2) determine the level of effectiveness of the Ecosystem and Environment-based learning tools project based learning.
This research is research and development using a development model Borg and Gall consisting of (1) Research and Information Collecting, (2) Planning, (3) Develop Preliminary Form of Product, (4) Preliminary Feld Testing, (5) Main Product Revision, (6) Main Field Testing, (7) Operational Product Revision, (8) Operational Field Testing, (9) Final Product Revision, and (10) Desimination and Implementation. In this research, it was only done up to the stage Main Field Testing by testing learning device products in pilot schools.
The results of the validation of learning devices by learning design experts and education practitioners show that the syllabus, lesson plans, and modules are valid and lightly revised so that the device is ready to be applied in learning. Module validation by material experts and media experts also shows that a valid classification only requires light revision so that it is ready to be applied in learning. The results of data analysis were obtained from the mean of concept understanding before the implementation of Ecosystem and Environment-based learning PjBL amounting to 59.91 and after the implementation of Ecosystem and Environment-based learning PjBL amounting to 69.29 so there was an insignificant increase in understanding the concept of the students, as well as the students' attitudes showed a mean of 60.56 and 60.57, while there was a significant increase in environmental management, namely 78.53 and 83.10, so that learning is based on Ecosystem and Environment PjBL able to improve students' environmental management skills. Overall based learning tools PjBL This is quite effective according to the data on the implementation of the learning design. The development of further learning tools needs to pay attention to several suggestions, namely: a) further development research can be carried out to the stage disseminate; b) further development research can be expanded KD; c) further research can be developed into other broader materials; d) should be applicable in classroom action research or in quasi-experimental research so that reflection can be carried out; e) further research can be used with other learning models that are more varied and attractive to students.