Pembelajaran IPA terpadu di SMP merupakan tuntutan kurikulum 2013 dan NSTA (National Science Teachers Association). Namun, di lapangan pembelajaran terpadu masih belum diimplementasikan secara optimal. Penelitian ini merancang dan mengimplementasikan pembelajaran IPA terpadu model webbed dengan tema polusi cahaya sebagai salah satu alternatif pembelajaran tematik integratif. Penelitian ini mengungkap hasil belajar siswa berdasarkan new taxonomy of science education yang terdiri dari lima domain yaitu domain knowing & understanding, science process skill, creativity, attitudinal dan connecting & applying. Metode penelitian ini yaitu mixed methods dengan desain penelitian concurrent embedded. Subjek penelitian yaitu salah satu kelas VIII SMP Negeri di Bandung berjumlah 27 siswa. Instrumen yang digunakan terdiri dari 28 soal tes, lembar observasi, serta tes dilema moral. Penerapan pembelajaran tematik ini menggunakan model pembelajaran Susan Loucks-Horsley (SLH). Berdasarkan hasil yang diperoleh, pembelajaran tematik mampu meningkatkan hasil belajar serta menanamkan karakter positif siswa pada tema polusi cahaya. Perolehan hasil belajar tersebut yaitu; rata-rata gain ternormalisasi domain knowledge sebesar 0,22 kategori rendah; prosentase domain science process skill sebesar 78,26% kategori baik; prosentase rata-rata domain creativity sebesar 72,91% kategori baik, rata-rata prosentase domain connecting sebesar 71,29% dan nilai prosentase rata-rata domain attitudinal lebih dari 75% pada aspek moral knowing, dan moral feeling.ududKata Kunci : model tematik, new taxonomy of science education.ududIntegrated learning is one of the 2013 development curricula persuit. Meanwhile, NSTA has recommended that science teachers in the elementary and intermediate schools should have interdicipliner preferences in science. Based on the preface research at one of the junior high school in Bandung, integrated learning still not applicated. Therefore this study applying integrated learning with webbed model in light pollution theme. It aimed to describe the students achievement based on new taxonomy of science education. Susan Loucks-Horsley (SLH) learning model was used for this implementation which consist of four phases there are invited, explore and discover, purpose explanation and solutions, and the last phase is taking action. This study using mixed methods with concurrent embedded design. The subject is second grade in junior high school in Bandung, Class 8A consist of 27 students. The Instrument that used are 28 questions with multiple choise related light pollution theme for measuring knowing and connecting domain, observation papers for measuring science process skill and creativity domain, and test of moral dilemma for measuring attitudinal domain. The data results based on new taxonomy of science education are; the average normalized gain of knowing and understanding domain reached 0,22 include low category, the average percentage of science process skill domain reached 78,26% with good category, the average percentage of creativity domain reached 72,91% with good category, the average percentage of attitudinal domain is over 75% in moral knowing and moral feeling, and the average percentage of connecting domain reached 71,29%. Based on this results showed that integrated learning with webbed model is able to increasing students achievement and invest positive characters on light pollution theme learning.ududKeywords: Susan Loucks-Horsley (SLH) learning model, new taxonomy of science educationudud
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机译：初中的综合科学学习是2013年课程和NSTA（国家科学教师协会）的要求。但是，在集成学习领域中，仍然没有最佳实现。本研究设计并实现了以光污染为主题的综合科学学习网络模型，以替代综合主题学习。这项研究基于科学教育的新分类法揭示了学生的学习成果，该分类法包括五个领域，即知识与理解，科学过程技能，创造力，态度，联系与应用领域。该研究方法是混合方法与并发嵌入式研究设计。研究对象是万隆的一所VIII州立初中，共有27名学生。所使用的工具包括28个测试题，观察表和道德困境测试。主题学习的应用使用Susan Loucks-Horsley（SLH）学习模型。根据获得的结果，专题学习可以改善学习成果，并以光污染为主题灌输学生的积极性。获得学习成果，即；平均领域知识归一化增益为0.22低类别；领域科学过程技能的百分比为78.26％。良好品类中领域创造力的平均百分比为72.91％，连接领域的平均百分比为71.29％，在道德认识和道德感觉方面，态度领域的平均百分比值大于75％。重点：主题模型，科学教育的新分类法整合学习是2013年发展课程的一项目标。同时，NSTA建议中小学的理科教师在科学方面应具有跨学科的偏好。根据万隆一所初中的序言研究，综合学习仍未应用。因此，本研究在光污染主题中将综合学习与蹼模型相结合。它旨在根据科学教育的新分类法来描述学生的成就。此实施使用Susan Loucks-Horsley（SLH）学习模型，该模型包括四个阶段，其中包括邀请，探索和发现，目的说明和解决方案，最后一个阶段正在采取行动。本研究使用混合方法与并发嵌入式设计。该科目为万隆初中二年级，8A级由27名学生组成。所使用的工具有28个问题，涉及多个选择相关的光污染主题，用于衡量知识和联系领域；用于评估科学过程技能和创造力领域的观察论文；用于测试态度领域的道德困境的测试。数据结果基于科学教育的新分类法；包括低类别的知识和理解领域的平均归一化增益达到0.22，具有良好类别的科学过程领域技能的平均百分比达到78.26％，具有良好类别的创造力领域的平均百分比达到72.91％，在道德认识和道德感方面，态度领域的平均百分比超过75％，而联系领域的平均百分比达到71.29％。基于此结果表明，基于Webbed模式的集成学习能够提高学生的学习成绩，并在光污染主题学习上投入积极的特征。 Ud ud关键字：Susan Loucks-Horsley（SLH）学习模型，科学教育的新分类法 ud ud
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