PENERAPAN STRATEGI KONFLIK KOGNITIF PADA MODEL PEMBELAJARAN BERORIENTASI PERUBAHAN KONSEPTUAL UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN MENURUNKAN MISKONSEPSI SISWA SMP

Resmiyati, Emi (2014) PENERAPAN STRATEGI KONFLIK KOGNITIF PADA MODEL PEMBELAJARAN BERORIENTASI PERUBAHAN KONSEPTUAL UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN MENURUNKAN MISKONSEPSI SISWA SMP. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Berdasarkan studi pendahuluan dalam pembelajaran IPA pada siswa SMP di Kota Cianjur diketahui bahwa proses pembelajaran lebih bersifat informatif dan lebih sering memunculkan persamaan matematis sehingga siswa cenderung belajar hafalan rumus tanpa memahami konsepnya dengan baik. Kurangnya pemahaman konsep yang dimiliki siswa akan menyebabkan siswa mengalami miskonsepsi. Oleh karena itu, diperlukan strategi pembelajaran yang dapat meningkatkan pemahaman konsep dan menurunkan miskonsepsi siswa dengan cara menerapkan strategi konflik kognitif pada model pembelajaran berorientasi perubahan konseptual. Metode penelitian yang digunakan adalah pre-experimental design dengan desain penelitian One Group Pretest-Posttest. Sampel penelitian ini adalah 34 orang siswa-siswi kelas VIII pada materi tekanan di salah satu SMP Swasta di kota Cianjur. Pemahaman konsep dan miskonsepsi siswa diukur dengan menggunakan tes pemahaman konsep yang diintegrasikan dengan teknik CRI. Hasil penelitian menunjukkan pemahaman konsep siswa meningkat dengan effect size Cohen sebesar 3,34 dengan kategori besar. Dari hasil identifikasi CRI menunjukkan bahwa penurunan miskonsepsi siswa pada setiap konsep tekanan <∆M> di atas 0,4 dengan kategori sedang. Dapat disimpulkan bahwa penerapan strategi konflik kognitif pada model pembelajaran berorientasi perubahan konseptual dapat meningkatkan pemahaman konsep dan menurunkan miskonsepsi siswa.

Kata kunci: konflik kognitif, Perubahan Konseptual, Pemahaman Konsep, Miskonsepsi

Based on preliminary studies in science teaching at the junior high school students in Cianjur, it is known that the learning process is more informative and more often raises mathematical equations so that students tend to learn rote formula without understanding the concept well. Lack of concept understanding of the students will lead to students experiencing misconceptions. Therefore, it needs learning strategies that can improve the concepts understanding and reduce students’ misconceptions by implementing a strategy of cognitive conflict in conceptual change-oriented learning model. The method used was a pre-experimental design with the One Group Pretest-Posttest design of the study. The sample was 34 students of class VIII in one of the private junior high school in Cianjur at the pressure lesson. Concept understanding and misconceptions of students are measured using the integrated test understanding of concepts with CRI technique. The results showed students’ concepts understanding increased with Cohen's effect size of 3.34 with a large category. From the CRI identification indicates that the reduction in the quantity of misconceptions of students in each of the concepts of pressure <ΔM> above 0.4 with the medium category. It can be concluded that the application of cognitive conflict strategy in conceptual change-oriented learning model can improve the students’ concept understanding and reduce misconceptions.

Keywords : Cognitive Conflict, Conceptual Change, Understanding Concepts, Misconceptions

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Item Type:	Thesis (S1)
Additional Information:	No.Panggil: S FIS RES -p(2014)
Uncontrolled Keywords:	konflik kognitif, Perubahan Konseptual, Pemahaman Konsep, Miskonsepsi
Subjects:	Q Science > QC Physics
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Fisika - S1 > Program Studi Pendidikan Fisika
Depositing User:	DAM staf
Date Deposited:	02 Feb 2015 05:39
Last Modified:	02 Feb 2015 05:39
URI:	http://repository.upi.edu/id/eprint/12456

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