Pertiwi, Gilarsi Dian Eka (2013) PENERAPAN STRATEGI PEMBELAJARAN KONFLIK KOGNITIF UNTUK MENGURANGI MISKONSEPSI HUKUM NEWTON PADA SISWA SMA. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Berdasarkan hasil studi lapangan di salah satu SMA Negeri di kota Bandung menunjukkan bahwa guru memulai menyampaikan materi pelajaran tidak berusaha menggali pemahaman awal siswa sehingga memicu adanya miskonsepsi. Salah satu materi fisika yang sering mengalami miskonsepsi yaitu mekanika tentang hukum Newton. Strategi pembelajaran konflik kognitif adalah langkah yang sesuai untuk mengatasi miskonsepsi siswa karena situasi konflik yang dihadirkan pada pembelajaran dapat mengubah konsepsi awal siswa yang keliru menjadi sesuai dengan konsep ilmiah. Tujuan penelitian untuk mengetahui berapa besar pengurangan miskonsepsi hukum Newton pada siswa SMA dan mengetahui tingkat konflik kognitif siswa melalui penerapan strategi pembelajaran konflik kognitif. Metode yang digunakan adalah pre-experiment dengan desain one-group pretest-posttest design. Hasil penelitian menunjukkan pengurangan miskonsepsi pada hukum I Newton sebesar 28,88%, hukum II Newton sebesar 29,17%, dan hukum III Newton sebesar 30,56%. Selain itu, hasil penelitian diperoleh rata-rata tingkat konflik kognitif siswa pada tiap kategori, yaitu 3,33% siswa berada pada kategori sangat tinggi dengan skor rata-rata sebesar 49,00 dan persentase pengurangan miskonsepsi sebesar 35,30%. Sebanyak 60% siswa berada pada kategori tinggi dengan skor rata-rata sebesar 43,56 dan persentase pengurangan miskonsepsi sebesar 29,95%. Sebanyak 36,67% siswa berada pada kategori sedang dengan skor rata-rata 38,09% dan persentase pengurangan miskonsepsi sebesar 20,85%. Kata Kunci: strategi pembelajaran konflik kognitif, miskonsepsi. Based on the results of field studies in one of the high schools in Bandung suggests that teachers begin delivering course material is not trying to dig first preliminary understanding of students so trigger misconception. One of the physical material that often have the misconception that the mechanics of Newton's laws. Cognitive conflict learning strategy is the appropriate steps to overcome the misconceptions students have presented a conflict situation on learning will be able to change students' conceptions that are not in accordance with the scientific concept into line with scientific concepts. This study aims to determine how much reduction in misconceptions students on Newton's laws and determine students' level of cognitive conflict through the implementation of conflict cognitive learning strategy. The method used are pre-experiment with the design of a one-group pretest-posttest design. The results showed a reduction in student misconceptions on Newton's laws of 28,88%, the second law of Newton was 29,17%, and the third law of Newton at 30,56%. In addition, research results obtained by the average level of cognitive conflict students in each category, 3.33% of students were in the very high category with an average score of 49,00 and the percentage reduction of 35,30% misconception. As many as 60% students at the high category with an average score of 43,56 and the percentage reduction in misconceptions is 29,95%. As many as 36,67% of students in middle category with an average score of 38,09% and the percentage reduction in misconceptions is 20,85%. Keyword: cognitive conflict learning strategy, misconceptions
| Item Type: | Thesis (S1) |
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| Subjects: | Universitas Pendidikan Indonesia > Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Fisika > Program Studi Pendidikan Fisika |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Fisika > Program Studi Pendidikan Fisika |
| Depositing User: | Riki N Library ICT |
| Date Deposited: | 25 Sep 2013 01:33 |
| Last Modified: | 25 Sep 2013 01:33 |
| URI: | http://repository.upi.edu/id/eprint/1619 |
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