ANALISIS REPRESENTASI MULTIPLE INTELLIGENCES dan SETS DALAM E-COMIC IPA
Keywords:
Multiple Intelligences, SETS, Komik & Resiliens
Abstract
Siswa dituntut untuk memiliki kecerdasan majemuk agar mampu tetap survive dan resilient di era 4.0. Era industri 4.0 juga mengharapkan pembelajaran yang berbasis teknologi namun tetap memperhatikan kelestarian alam dan budaya yang ada di masyarakat. Pendekatan pembelajaran yang sesuai dengan amanat ini adalah SETS (science, environment, technology, and society). Pengembangan Multiple Intelligences dan pendekatan SETS dalam pembelajaran IPA dapat dilakukan salah satunya dengan cara integrasi ke dalam media atau bahan ajar, semisal komik elektronik IPA. Penelitian ini merupakan penelitian deskriptif kualitatif tentang gambaran komponen Multiple Intelligences dan SETS pada e-comic IPA untuk SMP. Instrumen dalam penelitian ini adalah kartu data dan definisi operasional. Data dalam penelitian ini berupa kata-kata, bahasa, gambar, dan perilaku yang menunjukkan representasi dari komponen Multiple Intelligences dan SETS. Hasil analisis menunjukkan bahwa semua komponen SETS telah terwakili dalam komik IPA elektronik sedangkan kompenen Multiple Intelligences masih ada yang belum dapat dikembangkan melalui e-comic IPA yakni musical intelligence. Multiple Intelligences dan SETS yang diintegrasikan ke dalam proses pembelajaran diharapkan dapat meningkatkan kualitas peserta didik dalam menghadapi era industri yang semakin maju namun harus tetap ramah lingkungan dan berkarakter.
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[3] Armstrong T. (2000). 7 Kinds of Smart. Identifying and Developing Your Multiple Intelligences. New York: A Plume Book.
[4] Armstrong T. (2003). The multiple intelligences of reading and writing: Making the words come alive. Alexandria, VA: The Association for Supervision and Curriculum Development.
[5] Armstrong T. (2009). Multiple intelligences in the classroom (3rd ed.). Alexandria, VA: The Association for Supervision and Curriculum Development.
[6] Atmojo, S. E., Rusilowati, A., & Dwiningrum, S. I. A. (2020). Characteristics and validity of SETS-based disaster learning models. Journal of Physics: Conference Series, 1567(4), 42064 IOP Publishing.
[7] Boasberg, J., The Department of Education, Academy, T., Academy, R., Trakt, S. S., Quinot, G., … SOUTHEASTERN, H. (2019). No 主観的健康感を中心とした在宅高齢者における 健康関連指標に関する共分散構造分析Title. Duke Law Journal, 1(1), 1–13. https://doi.org/10.1017/CBO9781107415324.004
[8] Budi, A.P.S, Sunarno, W. &, & Sugiyarto. (2018). Natural science modules with SETS approach to improve students’ critical thinking ability. Journal of Physics: Conference Series. IOP Publishing, 1022(1), 12015.
[9] Chatib, M. (2004). Sekolah Para Juara: Menerapkan Multiplelntelligences di Dunia Pendidikan, tetj. • Yudhi Murtanto. Bandung: Kaifa.
[10] Creswell, J. W. (2009). Research Design, Pendekatan Kualitatif, Kuantitatif, dan Mixed (edisi ketiga terjemah). Yogyakarta: Pustaka Pelajar.
[11] Dwi Septiani, Saiful Ridlo, N. S. (2014). Pengembangan Lks Ipa Berbasis Multiple.
[12] Enawati, E., & Sari, H. (2010). Pengaruh Penggunaan media komik terhadap hasil belajar siswa kelas x sma negeri 3 pontianak pada materi larutan elektrolit dan nonelektrolit. Jurnal Pendidikan Matematika Dan IPA, 1(1).
[13] Fadloli, M., Sumarti, S. S., & Mursiti, S. (2021). Journal of Innovative Science Education Exploration of Multiple Intelligences for High School Students in Chemistry Learning in Semarang City. 10(2), 158–167.
[14] Farinella, M. (2018). The potential of comics in science communication. Journal of Science Communication, 17(1). https://doi.org/10.22323/2.17010401
[15] Friesen, J., Van Stan, J. T., & Elleuche, S. (2018). Communicating science through comics: A method. Publications, 6(3), 1–10. https://doi.org/10.3390/publications6030038
[16] Gardner, H. (1993). Multiple Intelligences: The theory in practice. New York: Basic Books.
[17] Gardner H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Book.
[18] Gardner, Howard. (2000). Intelegence Reframed: Multiple Intelligences for The 21 Century. New York: Basic Book.
[19] Gardner, Howard. (2003). Multiple intelligences: Kecerdasan Majemuk Teori dan Praktek, penerjemah Alexander Sindoru. Batam: Interaksara.
[20] Gouws, E. & Dicker, A. M. (2011). Teaching Mathematics that Addresses Learners ’ Multiple Intelligences. Africa Education Review, 8(3), 568– 587.
[21] Hairida, H. (2017). Using Learning Science, Environment, Technology and Society (SETS) Local Wisdom and based Colloids Teaching Material. JETL (Journal Of Education, Teaching and Learning), 2(1), 143. https://doi.org/10.26737/jetl.v2i1.146
[22] Hasanah&Mahdian, A. (2013). PENERAPAN PENDEKATAN SETS ( SCIENCE ENVIRONMENT TECHNOLOGY SOCIETY ) PADA PEMBELAJARAN REAKSI REDUKSI OKSIDASI. Quantum, Jurnal Inovasi Pendidikan Sains, 4(1), 1–12.
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[24] Heru Dwi Waluyanto. (2005). Komik Sebagai Media Komunikasi Visual Pembelajaran. Nirmana, 7(1), 45–55. https://doi.org/10.9744/nirmana.7.1.
[25] Imaduddin, M., & Hidayah, F. F. (2019). Redesigning laboratories for pre-service chemistry teachers: From cookbook experiments to inquiry-based science, environment, technology, and society approach. Journal of Turkish Science Education, 16(4), 489–507. https://doi.org/10.36681/tused.2020.3
[26] Istiningsih, & Nisa, A. F. (2015). Implementasi Multiple Intelligences dalam Pendidikan Dasar. Al-Bidayah : Jurnal Pendidikan Dasar Islam, 7(2), 182–196. Retrieved from https://jurnal.albidayah.id/index.php/home
[27] Khasanah, N. (2015). SETS (Science, Environmental, Technology and Society) sebagai pendekatan pembelajaran IPA modern pada Kurikulum 2013. Seminar Nasional Konservasi Dan Pemanfaatan Sumber Daya Alam 2015. Sebelas Maret University.
[28] Koutníková, M. (2017). The application of comics in science education. Acta Educationis Generalis, 7(3), 88–89.
[29] Lee, Y. C. (2018). When technology, science and culture meet: insights from ancient Chinese technology. Cultural Studies of Science Education, 13(2), 485–515.
[30] Lin, S. F., Lin, H. shyang, Lee, L., & Yore, L. D. (2015). Are Science Comics a Good Medium for Science Communication? The Case for Public Learning of Nanotechnology. International Journal of Science Education, Part B: Communication and Public Engagement, 5(3), 276–294. https://doi.org/10.1080/21548455.2014.941040
[31] Machali, I. (2014). Dimensi Kecerdasan Majemuk dalam Kurikulum 2013. Insania, 19(1), 21–45.
[32] Maimunah. (2017). ( Sets ) Learning Model for Enhancing the Critical Thinking. 3(1), 65–73.
[33] Mufiroh, T. (2008). Cerdas Melalui Bermain. Jakarta: Grasindo.
[34] Munawwaroh, E. L., Priyono, B., & Ningsih, M. R. (2018). The Influence of Science Comic Based Character Education on Understanding the Concept and Students’ Environmental Caring Attitude on Global Warming Material. Journal of Biology Education, 7(2), 167–173.
[35] Muslimin, S., Sugiarti, I. Y., Febianti, Y. N., & Putri, D. P. (2019). The Implementation of SETS (Science, Environment, Technology, and Society) Approach Through Flood Natural Disaster Mitigation. International Educational Research, 2(1), p6–p6.
[36] prasasti & listiani. (2018). GUIDED EXPERIMENTS BOOK BERBASIS SETS ( SCIENCE ENVIRONMENT , TECHNOLOGY , AND SOCIETY ) UNTUK MEMBERDAYAKAN SCIENCE PROCESS Hasil analisis Guided Experiments Book berbasis pendekatan SETS dalam memberdayakan SPS dapat dilihat pada Berdasarkan hasil pada. (September).
[37] Purwanto, D. (2013). Pengembangan Media Komik Ipa Terpadu Tema Pencemaran Air. Jurnal Pendidikan Sains E-Pensa., 01(01), 71–76.
[38] Puspitorini, R., Prodjosantoso, A. K., Subali, B., & Jumadi, J. (2014). Penggunaan Media Komik Dalam Pembelajaran Ipa Untuk Meningkatkan Motivasi Dan Hasil Belajar Kognitif Dan Afektif. Jurnal Cakrawala Pendidikan, 3(3). https://doi.org/10.21831/cp.v3i3.2385
[39] Rahbarnia, F., Hamedian, S., &, & Radmehr, F. (2014). A Study on the Relationship between Multiple Intelligences and Mathematical Problem Solving Based on Revised Bloom Taxonomy. Journal of Interdisciplinary Mathematics Publication, 17(2), 109– 134.
[40] Retno, R. S., & Marlina, D. (2018). IMPLEMENTASI SETS (Sceince, Environment, Technology, Social) TERHADAP LITERASI SAINS SISWA SDN 02 MOJOREJO MADIUN. Refleksi Edukatika : Jurnal Ilmiah Kependidikan, 9(1). https://doi.org/10.24176/re.v9i1.2806
[41] Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge, UK: Cambridge University Press.
[42] Safitri, I., Bancong, H., & Husain, H. (2013). Pengaruh pendekatan multiple intelligences melalui model pembelajaran langsung terhadap sikap dan hasil belajar kimia peserta didik di sma negeri i tellu limpoe. Jurnal Pendidikan IPA Indonesia, 2(2), 156–160. https://doi.org/10.15294/jpii.v2i2.2717
[43] Sari, N. P., Suhirman, S., & Walid, A. (2020). Pengembangan Modul Pembelajaran IPA Berbasis Etnosains Materi Interaksi Makhluk Hidup dengan Lingkungannya untuk Menanamkan Jiwa Konservasi Siswa Kelas VII SMP. Bio-Edu: Jurnal Pendidikan Biologi, 5(2), 63–74. https://doi.org/10.32938/jbe.v5i2.554
[44] Shurkin, J., Keogh, B., & Naylor, S. (2015). Science and culture: Cartoons to better communicate science. Proceedings of the National Academy of Sciences of the United States of America, 112(38), 11741–11742. https://doi.org/10.1073/pnas.1515144112
[45] Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The Challenges of Defining and Measuring Student Engagement in Science. Educational Psychologist, 50(1), 37–41. https://doi.org/10.1080/00461520.2014.1002924
[46] Sithole, A., Chiyaka, E. T., McCarthy, P., Mupinga, D. M., Bucklein, B. K., & Kibirige, J. (2017). Student Attraction, Persistence and Retention in STEM Programs: Successes and Continuing Challenges. Higher Education Studies, 7(1), 46. https://doi.org/10.5539/hes.v7n1p46
[47] Spiegel, A. N., McQuillan, J., Halpin, P., Matuk, C., & Diamond, J. (2013). Engaging Teenagers with Science Through Comics. Research in Science Education, 43(6), 2309–2326. https://doi.org/10.1007/s11165-013-9358-x
[48] Sugiyono. (2011). Metode penelitian kombinasi (mixed methods). Bandung: Alfa Beta.
[49] Sukmadinata N S. (2012). Metode Penelitian Pendidikan. Bandung: PT Remaja Rosdakarya.
[50] Suparno, P. (2008). Teori Intelegensi Ganda dan Aplikasinya di Sekolah: Cara menerapkan teori Multiple Intelligences Howard Gardner. Yogyakarta: Kanisius.
[51] Takei, J. (2019). How our daily lives affect biodiversity. Science Scope, 43(3), 13–19.
[52] Tohir, M. (2019). Hasil PISA Indonesia Tahun 2018 Turun Dibanding Tahun 2015. 2018–2019. https://doi.org/10.31219/osf.io/pcjvx
[53] Ula S. S. (2013). Revolusi Belajar: Optimalisasi Kecerdasan melalui Pembelajaran Berbasis Majemuk. Yogyakarta: Ar-Ruzz Media.
[54] Usmeldi, Amini, R., & Trisna, S. (2017). The development of research-based learning model with science, environment, technology, and society approaches to improve critical thinking of students. Jurnal Pendidikan IPA Indonesia, 6(2), 318–325. https://doi.org/10.15294/jpii.v6i2.10680
[55] Vieira, R. M., & Tenreiro-Vieira, C. (2016). Fostering Scientific Literacy and Critical Thinking in Elementary Science Education. International Journal of Science and Mathematics Education, 14(4), 659–680. https://doi.org/10.1007/s10763-014-9605-2
[56] Widyawati, A., & Listiyani, L. R. (2018). Pengembangan Media Komik Ipa Berbasis Sets Plus National Building Untuk Peserta Didik Sekolah Menengah Pertama (Smp). Natural: Jurnal Ilmiah Pendidikan IPA, 5(1), 1. https://doi.org/10.30738/natural.v5i1.2538
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Published
2021-02-24
How to Cite
Widyawati, A., & Setianingsih, W. (2021). ANALISIS REPRESENTASI MULTIPLE INTELLIGENCES dan SETS DALAM E-COMIC IPA. Jurnal Inovasi Penelitian, 1(10), 2069-2084. https://doi.org/10.47492/jip.v1i10.421
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