Khofifah, Umi (2016) PENGGUNAAN MULTI REPRESENTASI EKSTERNAL DALAM PEMBELAJARAN FISIKA DI SMP UNTUK MENINGKATKAN PEMAHAMAN KONSEP PADA PEMBAHASAN KALOR. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Permasalahan yang teridentifikasi terhadap rendahnya pemahaman fisika siswa di sekolah ialah guru kurang memperhatikan keragaman kesulitan siswa dalam memahami konsep fisika. Untuk mengatasi masalah tersebut, pendekatan multirepresentasi eksternal dalam pembelajaran fisika dapat dijadikan salah satu alternatif untuk diterapkan dalam kegiatan pembelajaran fisika. Pemahaman yang dimaksud adalah pemahaman (comprehension) berdasarkan taksonomi Bloom, yaitu kemampuan tranlasi (menerjemahkan), kemampuan interpretasi (menafsirkan) dan kemampuan ekstrapolasi/ interpolasi (meramalkan). Tujuan penelitian ini untuk meningkatkan pemahaman konsep siswa dan untuk mengetahui perbedaan peningkatan pemahaman konsep secara signifikan antara multirepresentasi eksternal dengan pendekatan konvensional. Sampel penelitian adalah siswa kelas VII I dan VII J salah satu SMP Negeri di Lembang tahun ajaran 2014/2015 yang berjumlah 38 orang siswa pada masing-masing kelas. Penelitian ini menggunakan metode penelitian quasi experiment dengan menggunakan the static group pretest-posttest design. Hasil Penelitian menunjukkan bahwa pemahaman konsep siswa meningkat dengan rata-rata gain yang dinormalisai yaitu sebesar 0,50 dan 0,35. Pada pembelajaran dengan pendekatan multirepresentasi eksternal lebih signifikan dalam meningkatkan prestasi belajar siswa dibandingkan pendekatan konvesional dengan taraf signifikansi 1%.; Identified problems to the lack of students’ understanding of physics in school is the teachers pay less attention to the diversity of students’ difficulties in understanding the concepts of physics. To overcome these problems, multiple external representations approach in teaching physics can be used as an alternative to be applied in learning physics. The purpose of this study are to enhance the students' understanding of the concept and to know the concept significantly increased between the multiple external representations with the conventional approaches. The students’ understanding in question based on Bloom’s taxonomy are the ability translate, the ability of interpretation and capacity extrapolation/ interpolation. The samples were students of class VII I and VII J, one of the junior high school in Lembang academic year 2014/2015 which amounted to 38 students in each class. This study uses a quasi-experimental study using the static group pretest-posttest design. Results shows that students' understanding of the concept was increased with an average gain normalized that is equal to 0.50 and 0.35. Multiple external representations approach in learning is improving students’ achievement more significant compared to conventional approaches with 1% significance level.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | S FIS KHO p-2016; I.Parlindungan, II.Heni Rusnayati. |
| Uncontrolled Keywords: | multirepresentasi eksternal, pemahaman konsep, Multiple External Representations, Concept of Understanding |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QC Physics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Fisika |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 17 Jul 2017 04:29 |
| Last Modified: | 17 Jul 2017 04:29 |
| URI: | http://repository.upi.edu/id/eprint/23689 |
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