Oktarina, Delia (2016) PEMBELAJARAN SUHU DAN KALOR MENGGUNAKAN MULTI REPRESENTASI UNTUK MENINGKATKAN KOGNITIF DAN KEMAMPUAN PEMECAHAN MASALAH SISWA. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Banyak siswa mengalami kesulitan dalam memahami konsep fisika. Konsep tersebut mengandung kognitif dan kemampuan pemecahan masalah. Pemahaman yang sulit tersebut dapat diatasi dengan menggunakan pembelajaran berbagai jenis representasi untuk meningkatkan kognitif dan kemampuan pemecahan masalah. Jika pada awalnya siswa langsung menggunakan persamaan matematis saja dalam menyelesaikan soal fisika, maka dengan pembelajaran menggunakan multi representasi bisa dikombinasikan antara representasi verbal, gambar, grafik dan matematis. Tujuan dari penelitian ini adalah untuk melihat peningkatan kognitif dan kemampuan pemecahan masalah siswa setelah pembelajaran menggunakan multi representasi. Metode penelitian yang digunakan adalah metode campuran sekuensial dan desain penelitian yang digunakan adalah eksplanatoris sekuensial. Sampel terdiri dari 32 siswa dari salah satu sekolah di kota Bandung. Pengambilan data dilakukan dengan menggunakan soal pilihan ganda sebanyak 30 soal dan soal uraian sebanyak 3 soal. Penilaian dilakukan dengan menggunakan normalitas gain dan menggunakan rubrik yang diadaptasi dari rubric multiple representations. Hasil penelitian menunjukkan bahwa peningkatan kognitif dan peningkatan kemampuan pemecahan masalah keduanya termasuk kategori sedang. Level kemampuan pemecahan masalah menurun pada level missing dan inadequate, sedangkan pada level needs some improvement dan adequate keduanya meningkat. Hubungan antara kemampuan kognitif dan kemampuan pemecahan masalah adalah linier dan keduanya memiliki korelasi sedang. ;---Students are difficulty in understanding the concepts of physics. The concept contains cognitive and problem solving ability. Hard time understanding can be overcome by using various types of representations of learning to improve cognitive and problem solving ability. In solving physics problem, the students used to apply mathematical equation directly. In contrast, through multiple representations, the students are required to solve the problem by combining verbal, drawing, graphic, and mathematical representations. This research aimed to observe the students’ improvement in cognition and problem solving after applying multiple representations in their physics learning. The method used in this study was a sequential mixed method and the design of the study was a sequential explanatory design. The sample was included 32 students taken from one of Senior High School in Bandung. To collect the data, the researcher administered 30 multiple-choice questions and 3 essays to the students. The assessment was done by applying normalized gain and rubric which was adapted from ‘rubric multiple representations’. The results showed that the students’ cognitive and problem solving ability improvements were categorized as medium. The problem solving level was decreased in ‘missing’ and ‘inadequate’ level, whereas it was increased in ‘needs some improvement’ and ‘adequate’ level. Moreover, the relation between cognitive and problem solving ability was linier and both of them have medium correlation.
| Item Type: | Thesis (S1) |
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| Additional Information: | No. Panggil : S FIS OKT p-2016; Pembimbing : I. Parlindungan Sinaga, II. Hikmat. |
| Uncontrolled Keywords: | Multi representasi, kemampuan kognitif, kemampuan pemecahan masalah, Multiple representations,, cognitive ability, problem solving ability. |
| Subjects: | L Education > L Education (General) Q Science > QC Physics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Fisika > Program Studi Pendidikan Fisika |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 12 Oct 2017 02:40 |
| Last Modified: | 12 Oct 2017 02:40 |
| URI: | http://repository.upi.edu/id/eprint/26502 |
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