PEMAHAMAN KONSEPTUAL SISWA MENGGUNAKAN SSCS PROBLEM-SOLVING DISERTAI CPS PADA MATERI HUKUM NEWTON
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
Full Text:
PDFReferences
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing. Boston: Addison Wesley Longman, Inc.
Aviani, I., Erceg, N., & Meši?, V. (2015). Drawing and using free body diagrams: Why it may be better not to decompose forces. Physical Review Special Topics - Physics Education Research, 11(2), 1–14. http://doi.org/10.1103/ PhysRevSTPER.11.020137
Creswell, W. (2007). Qualitative Inquiry & Research Design Choosing Among Five Approaches (second). California: Sage Publication.
Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics - Physics Education Research, 10(2), 1–58. http://doi.org/10.1103/PhysRevSTPER.10.020119
Docktor, J. L., Strand, N. E., Mestre, J. P., & Ross, B. H. (2015). Conceptual problem solving in high school physics, 020106, 1–13. http://doi.org/10.1103/PhysRevSTPER.11.020106
Edmonds, W. A., & Kennedy, T. D. (2017). An applied guide to research designs : quantitative, qualitative, and mixed methods. Retrieved from http://cataleg.udg.edu/record=b1385214~S10*cat
Gok, T. (2012). The Impact Of Peer Instruction On College Students’ Beliefs About Physics And Conceptual Understanding Of Electricity And Magnetism. International Journal of Science and Mathematics Education, 10, 417–436.
Hill, M., Sharma, M. D., & Johnston, H. (2015). How online learning modules can improve the representational fl uency and conceptual understanding of university physics students. European Journal of Physics, 36(4), 45019. http://doi.org/10.1088/0143-0807/36/4/045019
Johan, H. (2014). Pembelajaran Model Search, Solve, Create And Share (Sscs) Problem Solving Untuk Meningkatkan Penguasaan Konsep Mahasiswa Pada Materi Listrik Dinamis. Jurnal Pengajaran MIPA, 19(1), 103–110.
Lin, S. Y., & Singh, C. (2015). Effect of scaffolding on helping introductory physics students solve quantitative problems involving strong alternative conceptions. Physical Review Special Topics - Physics Education Research, 11(2), 1–19. http://doi.org/10.1103/PhysRevSTPER.11.020105
Savinainen, A., Mäkynen, A., Nieminen, P., & Viiri, J. (2013). Does using a visual-representation tool foster students’ ability to identify forces and construct free-body diagrams? Physical Review Special Topics - Physics Education Research, 9(1), 1–11. http://doi.org/10.1103/PhysRevSTPER.9.010104
Savinainen, A., Nieminen, P., & Viiri, J. (2015). The effect of a visual tool representation, (September), 1–17.
Taibu, R., Rudge, D., & Schuster, D. (2015). Textbook presentations of weight : Conceptual difficulties and language ambiguities, 010117, 1–20. http://doi.org/10.1103/PhysRevSTPER.11.010117
Waldrip, B., Prain, V., & Sellings, P. (2013). Explaining Newton ’ s laws of motion : using student reasoning through representations to develop conceptual understanding, 165–189. http://doi.org/10.1007/s11251-012-9223-8
DOI: https://doi.org/10.36706/jipf.v9i1.16653
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Jurnal Inovasi dan Pembelajaran Fisika
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Ogan Ilir, Indonesia
Jurnal Inovasi dan Pembelajaran Fisika is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Indexed in:
Recommended Tools :
View My Stats