Lumantow, Chindy Alies Chinthya (2016) PERANAN PhET-RR DALAM PEMBELAJARAN REMEDIAL TERHADAP PENGUASAAN KONSEP MATERI LAJU REAKSI SISWA SMK KELAS XI. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk mendapatkan informasi mengenai peranan PhET-Reactions and Rates (PhET-RR) dalam pembelajaran remedial terhadap penguasaan konsep materi laju reaksi siswa SMK kelas XI. Metode yang digunakan dalam penelitian ini adalah pre-eksperimen one group pre-test and post-test. Sampel merupakan siswa kelas XI di salah satu SMK Negeri di kota Bandung. Instrumen yang digunakan terdiri dari test tertulis pretest-post-test dan angket. Hasil penelitian menunjukkan bahwa (1) PhET-RR efektif digunakan dalam pembelajaran remedial terhadap penguasaan konsep materi laju reaksi dengan pencapaian rata-rata nilai post-test siswa sebesar 72,2% (melebihi KKM yang ditetapkan sekolah yaitu 65%) dengan persentase siswa yang mencapai nilai di atas KKM sebesar 75,8%. (2) PhET-RR memiliki peranan untuk meningkatkan penguasaan konsep siswa pada materi laju reaksi dengan gain aktual sebesar 32% dan N-gain pada kategori tinggi, sedang, dan rendah masing-masing sebesar 15,2%, 78,8%, dan 6,0%. Konsep-konsep pada materi laju reaksi yang sulit dipahami siswa (berdasarkan KKM yang ditetapkan sekolah) yaitu konsep perhitungan tetapan laju reaksi, sedangkan berdasarkan KKM yang ditentukan oleh kurikulum yaitu konsep perhitungan tetapan laju reaksi dan pengaruh konsentrasi terhadap laju reaksi. (3) Berdasarkan tanggapan siswa diketahui bahwa sebagian besar (72%) siswa termotivasi dalam mempelajari materi laju reaksi menggunakan PhET-RR. Selain itu, PhET-RR efektif membantu sebagian besar (64%) siswa menguasai konsep materi laju reaksi. Kata Kunci: PhET-RR, Pembelajaran Remedial, Penguasaan Konsep, Laju Reaksi This study aimed to obtain information on the role of PhET-Reactions and Rates (PhET-RR) in remedial teaching toward the mastery of reaction rate concept of vocational students of class XI. This study used a pre-experimental method one group pre-test and post-test. Samples were students of class XI at one of the Vocational High School in Bandung. Instruments used consisted of pretest-posttest and questionnaires. The study found that (1) PhET-RR has effectively used in remedial teaching to mastery of reaction rate concept with achievement of the average student’s post-test score amounted to 72.2% (exceeding the Minimum Mastery Criteria (MMC) set by school is 65%) with the percentage of students who reached a score above the MMC amounted to 75.8%. (2) PhET-RR has a role to improve student’s mastery of reaction rate concept with the actual gain amounted to 32% and N-gain of high-medium-and low category respectively 15.2%, 78.8%, and 6.0%. Concepts of reaction rate that difficult to understand by students (based of MMC set by school) is a concept of reaction rate’s constant calculation, while based of MMC set by curriculum are concepts of reaction rate’s constant calculation and the effect of concentration on reaction rate. (3) Based on student’s responses showed that most of the students (72%) are motivate to learn reaction rate concept using PhET-RR. In addition, PhET-RR effectively helps that most of the students (64%) to master the concepts of reaction rate. Key words: PhET-RR, Remedial Teaching, The Mastery of The Concept, Reaction Rate
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | No. Panggil : S KIM LAM p-2016; Pembimbing : I. ijang Rohman, II. Rahmat Setiadi |
| Uncontrolled Keywords: | PhET-RR, Pembelajaran Remedial, Penguasaan Konsep, Laju Reaksi |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QD Chemistry |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Kimia > Program Studi Pendidikan Kimia |
| Depositing User: | Mrs. Neni Sumarni |
| Date Deposited: | 05 Apr 2017 01:04 |
| Last Modified: | 05 Apr 2017 01:04 |
| URI: | http://repository.upi.edu/id/eprint/23315 |
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