PEMBELAJARAN DIFERENSIASI DALAM MODEL PROBLEM BASED LEARNING YANG MENGAKOMODASI KECERDASAN MAJEMUK UNTUK PENURUNAN MISKONSEPSI MATERI EVOLUSI BINTANG PADA MAHASISWA CALON GURU

    Hilda Permata, - and Winny Liliawati, - and Judhistira Aria Utama, - (2025) PEMBELAJARAN DIFERENSIASI DALAM MODEL PROBLEM BASED LEARNING YANG MENGAKOMODASI KECERDASAN MAJEMUK UNTUK PENURUNAN MISKONSEPSI MATERI EVOLUSI BINTANG PADA MAHASISWA CALON GURU. S2 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Penelitian ini bertujuan mendeskripsikan karakteristik pembelajaran diferensiasi yang mengakomodasi kecerdasan majemuk pada materi evolusi bintang, menganalisis kuantitas dan pola perubahan miskonsepsi, serta menilai efektivitasnya terhadap pemahaman konsep. Desain kuasi-eksperimen pretest-posttest dengan kelas kontrol digunakan pada dua kelas setara (Neksperimen = 33; Nkontrol = 37). Instrumen berupa tes diagnostik four-tier sebanyak 15 butir soal. Analisis data kuantitatif meliputi persentase penurunan miskonsepsi, analisis pola perubahan pada tingkat butir dan individu, serta perhitungan ukuran efek (effect size) dalam-kelompok. Hasil penelitian menunjukkan bahwa: (1) Karakteristik pembelajaran diferensiasi berhasil diimplementasikan melalui diferensiasi konten, proses, dan produk yang diwujudkan dalam aktivitas LKM. (2) Kuantitas penurunan miskonsepsi pada kelas eksperimen (20,9%) lebih tinggi dibanding kelas kontrol (14,3%), meskipun keduanya tergolong kategori "Rendah". (3) Pola perubahan menunjukkan perbaikan signifikan pada konsep kausal-mekanistik di kelas eksperimen, namun beberapa miskonsepsi terbukti persisten di kedua kelas. (4) Pendekatan diferensiasi terbukti efektif, dengan nilai ukuran efek yang tergolong "Besar" pada kelas eksperimen (dz=0.823) dan "Kecil-sedang" pada kelas kontrol (dz=0.365). Disimpulkan bahwa pembelajaran diferensiasi yang mengakomodasi kecerdasan majemuk efektif dalam meningkatkan pemahaman konsep dan mengurangi miskonsepsi pada materi evolusi bintang. This study aims to describe the characteristics of differentiated learning that accommodates multiple intelligences in stellar evolution, analyze the quantity and patterns of misconception changes, and evaluate its effectiveness on conceptual understanding. A quasi-experimental pretest-posttest design with a control class was applied to two equivalent classes (Nexperiment = 33; Ncontrol = 37). The instrument was a 15-item four-tier diagnostic test. Quantitative data analysis included the percentage of misconception reduction, pattern analysis of changes at the item and individual levels, and the calculation of within-group effect sizes. The results show that: (1) The characteristics of differentiated learning were successfully implemented through the differentiation of content, process, and product as manifested in the student worksheet activities. (2) The quantity of misconception reduction was higher in the experimental class (20.9%) than in the control class (14.3%), although both were in the "Low" category. (3) The patterns of change revealed significant improvement in causal-mechanistic concepts in the experimental class, yet some misconceptions proved to be persistent in both classes. (4) The differentiated approach was proven effective, with a "Large" effect size in the experimental class (dz=0.823) and a "Small-to-medium" effect size in the control class (dz=0.365). It is concluded that differentiated learning that accommodates multiple intelligences is effective in improving conceptual understanding and reducing misconceptions in stellar evolution.

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    Official URL: https://repository.upi.edu
    Item Type: Thesis (S2)
    Additional Information: https://scholar.google.com/citations?hl=en&user=r4yS1RkAAAAJ ID SINTA Dosen Pembimbing Winny Liliawati: 257924 Judhistira Aria Utama: 6125861
    Uncontrolled Keywords: pembelajaran diferensiasi; kecerdasan majemuk; evolusi bintang; miskonsepsi; tes 4-tier; ukuran efek. differentiated instruction; multiple intelligences; stellar evolution; misconceptions; 4-tier test; effect size.
    Subjects: L Education > L Education (General)
    L Education > LB Theory and practice of education
    L Education > LC Special aspects of education
    Q Science > QC Physics
    Divisions: Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Fisika - S2
    Depositing User: Hilda Permata
    Date Deposited: 09 Oct 2025 06:28
    Last Modified: 09 Oct 2025 06:28
    URI: http://repository.upi.edu/id/eprint/142784

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