Hamid, Rimba (2017) ANALISIS LEARNING PROGRESSION SISWA PADA PEMBELAJARAN LISTRIK DAN MAGNET DENGAN MODEL CONSTRUCTIVIST TEACHING SEQUENCES (CTS). eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.
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Abstract
Pemahaman siswa mengenai fenomena fisik yang berkaitan dengan suatu konsep, dapat diidentifikasi melalui analisis model mental yang dimilikinya. Dalam sebuah proses pembelajaran, perubahan model mental siswa merupakan indikator yang baik untuk mengetahui kemajuan belajar dan perubahan konseptual, termasuk dalam pembelajaran listrik dan magnet. Penelitian ini bertujuan untuk menganalisis perkembangan kognitif siswa pada pembelajaran listrik dan magnet guna memperoleh: 1) gambaran tentang profil model mental siswa pada awal pembelajaran listrik dan magnet, 2) pemetaan learning progression siswa dari model mental menuju model ilmiah pada pembelajaran listrik dan magnet, dan 3) pola conceptual change siswa pada pembelajaran listrik dan magnet. Penelitian ini menggunakan metode penelitian mixed methods dengan disain paralel konvergen yang mengumpulkan data kuantitatif dan kualitatif secara simultan dan berurutan. Data dikumpulkan pada semua tahapan pembelajaran (sebelum pelajaran, selama pelajaran dan setelah pelajaran) berdasarkan tanggapan tertulis siswa dan wawancara individu. Pembelajaran dirancang untuk memfasilitasi perubahan konseptual siswa yang memungkinkan siswa dapat mengemukakan ide-idenya berdasarkan fenomena yang diamatinya. Perubahan ide siswa dalam setiap tahap pembelajaran diidentifikasi dan dianalisis. Hasil penelitian ini menunjukkan bahwa: 1) Distribusi siswa yang menggunakan dasar intuisi pada pembelajaran magnet dua kali lebih kecil dibandingkan dengan pada pembelajaran listrik; 2) Kecenderungan learning progression siswa setelah melalui proses fasilitasi pemikiran oleh guru relatif lebih baik, yang ditunjukkan oleh besarnya proporsi siswa yang memiliki konsep yang lebih ilmiah, yakni di atas 50% untuk semua konsep pada akhir pembelajaran listrik dan magnet; dan 3) Distribusi siswa yang mengikuti pola merevisi konsep awalnya pada pembelajaran tentang listrik menurun secara gradual, sedangkan pada pembelajaran tentang magnet cenderung lebih acak, dengan capaian level conceptual change yang lebih variatif. Kata kunci: konsep, model mental, learning progression, conceptual change. The students' understanding of the physical phenomena associated with a concept, can be identified through the analysis of their mental models. In a learning process, changes in students' mental models is a good indicator to determine the progress of learning and conceptual change, including in electricity and magnetism learning. This study aimed to analyze the cognitive development of students in the study of electricity and magnetism to obtain: 1) an overview of the profile of mental models of students at the beginning of the learning electricity and magnetism, 2) mapping learning progression of students of mental models to the scientific model on learning electricity and magnetism, and 3) patterns of conceptual change in the students' learning of electricity and magnetism. This study uses mixed methods research design with parallel convergent that collecting quantitative and qualitative data simultaneously and sequentially. Data collected at all stages of the study (prior to the lesson, during the lesson and after the lesson) based on written responses of students and individual interviews. Learning is designed to facilitate students' conceptual changes that allow students to put forward its ideas based on the phenomenon observed. Changes in students' ideas at every stage of learning are identified and analyzed. The results of this study show that: 1) Distribution of students who use the basic intuition on magnet learning twice smaller than the electric learning; 2) The tendency of students after learning progression through the facilitation process of thinking by teachers are relatively better, as demonstrated by the large proportion of students who have a more scientific concept, which is above 50% for all at the end of the learning concepts of electricity and magnetism; and 3) Distribution of students who follow the pattern of revising its initial concept in electricity learning decreased gradually, whereas in magnetims learning tend to be more random, with performance levels more varied conceptual change. Key word: concept, mental model, learning progression, conceptual change
| Item Type: | Thesis (eprint_fieldopt_thesis_type_phd) |
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| Additional Information: | No. Panggil : S PD HAM a-2017; Pembimbing : I. Ari Widodo, II. Wahyu Sopandi |
| Uncontrolled Keywords: | konsep, model mental, learning progression, conceptual change. |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education T Technology > TK Electrical engineering. Electronics Nuclear engineering |
| Depositing User: | Mrs. Neni Sumarni |
| Date Deposited: | 11 Dec 2017 00:21 |
| Last Modified: | 11 Dec 2017 00:21 |
| URI: | http://repository.upi.edu/id/eprint/28263 |
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