PEMAHAMAN KONSEPTUAL SISWA MENGGUNAKAN SSCS PROBLEM-SOLVING DISERTAI CPS PADA MATERI HUKUM NEWTON

Shofi Hikmatuz Zahroh, Ahmad Fauzi, Rikardus Feribertus Nikat

Abstract


Pemahaman konseptual merupakan hal dasar dan penting dalam pembelajaran sehingga masih selalu dibahas dalam penelitian hingga saat ini. Namun, penelitian di lapangan menunjukkan bahwa pemahaman konseptual pada materi Hukum Newton tergolong rendah. Untuk meningkatkan pemahaman konseptual siswa, model pembelajaran SSCS problem solving disertai CPS diterapkan dalam penelitian ini. Penelitian embedded-experimental design ini dilakukan pada salah satu SMA di Kota Malang. Penelitian ini menggunakan intrumen tes pemahaman konseptual, pedoman wawancara, dan lembar observasi pembelajaran. Hasil penelitian ini menunjukkan bahwa pemahaman konseptual siswa berbeda secara signifikan antara pretest dan posttest meskipun peningkatannya tergolong rendah (N-gain = 0,23). Rendahnya peningkatan tersebut dapat dipengaruhi oleh miskonsepsi yang masih dimiliki dan melekat kuat dalam pemikiran siswa. Selain itu, model pembelajaran tersebut juga memiliki efektivitas yang sedang (effect size = 0,77) terhadap pemahaman konseptual siswa.


Keywords


Pemahaman konseptual, CPS, SSCS Problem Solving, Hukum Newton

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DOI: https://doi.org/10.36706/jipf.v9i1.16653

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Jurnal Inovasi dan Pembelajaran Fisika
Program Sarjana Pendidikan Fisika
Fakultas Keguruan dan Ilmu Pendidikan
Universitas Sriwijaya
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Ogan Ilir, Indonesia
email: jipf@fkip.unsri.ac.id.

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