Apik Budi Santoso, 0301613003 (2020) ECO-EDUTAINMENT PENCEGAHAN PENCEMARAN LINGKUNGAN DALAM PEMBELAJARAN IPS PADA SEKOLAH MENENGAH PERTAMA DI KOTA SEMARANG. Doctoral thesis, UNNES.

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Abstract

Social science is one of the relevant subjects to improve learners ' ability to understand community problems, including environmental pollution issues that include water pollution, air and soil. One effort to prevent this problems by using Eco-edutaiment model. The goal is 1) identifying factors that are constraints in the social science learning process; 2) Develop a fun and environmental social science learning model; 3) Analyzed the effectiveness of eco-edutainment model in Social Science Learning with Environmental Based at Junior High School in Semarang City; 4) Reviewing the implementation of eco�Edutainment model in the social science learning. The research method is Reseach and Development. The population in the study was Junior high School in Semarang amounting. Samples in this study include Junior High School 32, Junior High School 16, Junior High School 14, Junior High School 28, Junior High School 38, Junior High School 20, Semarang City. The school's determination as a sample of research based on the school is located on the area polluted by water, air, and soil. The data collection techniques that researchers use are interviews and interviewing, observation, documentation and field records, test, questionnaire. The validity test uses the Gregory technique. The effectiveness test includes practicality, student activity, student response and student learning outcomes. Testing the effectiveness of the model using N�Gain effectiveness formula. Results of this study: 1) The factual learning conditions used are still centered on the teacher; Using the lecture method; Learning models based on indoor learning, and social science material is not yet fully integrated. 2) Development of eco-edutainment model There are three eco-edutainment models developed based on environmental problems in the field. Eco-edutainment Model for air, water, and soil pollution. 3) The effectiveness of the eco�edutainment model in the Learning Social sciences Junior High School Environment in Semarang is very effective. This can be seen from the four aspects of existing indicators. First, the teacher's response states that the eco-edutainment model is very practical. Secondly, student activities show that students are very active in learning Social Sciences, because in the learning process using the game method, field trips and a team of experts. Fourth, the eco-edutainment model in learning Social Sciences can improve student learning outcomes, especially in class VII. 4) The implementation of the eco-edutainment model takes place very well this is due to the good coordination and collaboration between the teacher and students. Communication between teachers and students who are well established in each stage of learning facilitates the achievement of competencies set by the teacher at the beginning of learning. In addition, full support from the school and the conducive environment resulted in the implementation of the model to run well. Advice from researchers:1) Teachers should understand and develop an environment-based fun learning model; 2) Need teacher cooperation between subjects in designing materials especially social science teachers and natural sciences teacher; 3) Need to improve communication between various parties to socialize the school program; 4) Need to held other similar research to take the region not yet studied in this research.

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