Sriyansyah, Syakti Perdana (2015) PENERAPAN PEMBELAJARAN KONSEPTUAL INTERAKTIF DENGAN PENDEKATAN MULTIREPRESENTASI UNTUK MENINGKATKAN KONSISTENSI ILMIAH DAN MENURUNKAN KUANTITAS MAHASISWA YANG MISKONSEPSI PADA MATERI TERMODINAMIKA. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Telah dilakukan penelitian untuk mengetahui gambaran peningkatan konsistensi ilmiah mahasiswa dan penurunan kuantitas mahasiswa yang miskonsepsi pada materi hukum I termodinamika, sebagai dampak penerapan pembelajaran konseptual interaktif dengan pendekatan multirepresentasi. Penelitian pre-experiment yang menggunakan desain one-group pretest-posttest ini melibatkan 30 mahasiswa tahun pertama pendidikan fisika pada salah satu LPTK di kota Mataram. Pengambilan sampel dilakukan dengan teknik convenience sampling. Data konsistensi ilmiah mahasiswa dikumpulkan menggunakan instrumen tes Representational Conceptual Evaluation in The First Law of Thermodynamics (RCET), sedangkan kuantitas mahasiswa yang miskonsepsi diukur menggunakan The First Law of Thermodynamics Diagnostic Test (FDT). RCET berbentuk tes isomorfik pilihan ganda yang mencakup 10 tema dan FDT berbentuk tes tiga tingkat yang mencakup 11 label miskonsepsi pada materi hukum I termodinamika. Hasil penelitian menunjukkan bahwa konsistensi ilmiah mahasiswa mengalami rata-rata peningkatan sedang sebesar 39%, sedangkan kuantitas mahasiswa yang miskonsepsi mengalami rata-rata penurunan yang bervariasi dalam rentang 7% sampai 92%. Penurunan tertinggi terletak pada miskonsepsi bahwa sejumlah kalor lebih menyebar dalam wadah yang besar, sehingga suhu gas di dalamnya tidak naik sebesar kenaikan suhu pada wadah yang kecil. Penurunan terendah terletak pada miskonsepsi bahwa usaha total yang dilakukan oleh sistem yang mengalami proses siklik sama dengan nol. Tidak terdapat mahasiswa yang konsisten menjawab semua tema secara ilmiah. Namun demikian, mahasiswa setuju bahwa pembelajaran konseptual interaktif dengan pendekatan multirepresentasi yang diterapkan mampu meningkatkan konsistensi ilmiah dan menurunkan kuantitas mahasiswa yang miskonsepsi. A study has been conducted to perceive the increase in student’s scientific consistency and the decrease in the quantity of students who have misconception on the the first law of thermodynamics concept, as the impact of the application of interactive conceptual instruction with multiple representational approach. This pre-experimental study used one-group pretest-posttest design and involved 30 first-year students of physics education at one LPTK in Mataram. Sampling was done by convenience sampling technique. Scientific consistency data were documented by using Representational Conceptual Evaluation in The First Law of Thermodynamics (RCET), while the quantity of students who have misconception was measured by using The First Law of Thermodynamics Diagnostic Test (FDT). RCET was designed as an isomorphic multiple-choice test that covers 10 themes and FDT was designed as a three-tier test that covers 11 labels misconceptions on the first law of thermodynamics. The findings showed that the average normalized change in student’s scientific consistency was 39% in the modest increase, while the average normalized change in the quantity of students who have misconception was varied in the range of 7% to 92%. The highest decrease lies in the misconceptions that the amount of heat is more diluted in the larger container, so the temperature does not increase as much as in the small container. The lowest decrease lies in the misconceptions that the net work done by a system undergoing a cyclic process must be zero. None of students answered all given themes scientifically consistently. However, students agreed that interactive conceptual instruction with multiple representational approach able to increase the scientific consistency and decrease the quantity of students who have misconception.
| Item Type: | Thesis (S2) |
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| Additional Information: | No. Panggil : T FIS SRI p-2015; Pembimbing : I. Andi Suhandi, II. Ida Kaniawati |
| Uncontrolled Keywords: | pembelajaran konseptual interaktif, multirepresentasi, konsistensi ilmiah, miskonsepsi, hukum I termodinamika |
| Subjects: | L Education > L Education (General) Q Science > QC Physics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Fisika S-2 |
| Depositing User: | Staff DAM |
| Date Deposited: | 16 Oct 2015 01:59 |
| Last Modified: | 20 Mar 2018 08:29 |
| URI: | http://repository.upi.edu/id/eprint/18064 |
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