Nuramanah, Rosi (2017) PENGGUNAAN METODE CERTAINTY OF RESPONSE INDEX (CRI) UNTUK MENGANALISIS KESULITAN BELAJAR SISWA PADA MATA DIKLAT PEREKAYASAAN SISTEM ANTENA DI SMKN 4 BANDUNG. S1 thesis, Universitas Pendidikan Indonesia.
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
S_TE_1307423_Title.pdf Download (114kB) |
|
Text
S_TE_1307423_Table_of_Content.pdf Download (158kB) |
|
Text
S_TE_1307423_Abstract.pdf Download (88kB) |
|
Text
S_TE_1307423_Chapter 1.pdf Download (181kB) |
|
Text
S_TE_1307423_Chapter 2.pdf Download (174kB) |
|
Text
S_TE_1307423_Chapter 3.pdf Download (275kB) |
|
Text
S_TE_1307423_Chapter 4.pdf Download (499kB) |
|
Text
S_TE_1307423_Chapter 5.pdf Download (144kB) |
|
Text
S_TE_1307423_Bibliography.pdf Download (121kB) |
|
Text
S_TE_1307423_Appendix.pdf Download (189kB) |
Abstract
Hasil belajar yang rendah pada mata diklat perekayasaan sistem antena dan masih banyaknya peserta didik yang belum paham materi dijadikan dasar dilakukannya penelitian untuk menganalisis kesulitan belajar yang dialami peserta didik dengan menggunakan metode Certainty of Response Index (CRI). Metode ini menggambarkan bagaimana tingkat kepahaman siswa terhadap mata pelajaran dan menggukur kepercayaan diri siswa dalam menjawab soal. CRI digunakan untuk mengidentifikasi kesulitan belajar siswa yang berupa ketidakpahaman konsep serta miskonsepsi. Identifikasi dilakukan dengan menggunakan tes diagnostik dalam bentuk pilihan ganda yang dilengkapi indeks keyakinan siswa terhadap jawaban tes. Metode penelitian yang digunakan adalah metode deskriptif. Untuk mengetahui penyebab kesulitan belajar siswa yang tidak paham konsep dan miskonsepsi dilakukan wawancara. Hasil penelitian menunjukan 45,45% siswa termasuk kriteria paham konsep, sedangkan sisanya 48,00% siswa tidak paham konsep dan sebanyak 6,55% siswa mengalami miskonsepsi. Presentase siswa yang tidak paham konsep tertinggi ditemukan pada subkonsep penguatan antena (69,70%) dan diikuti dengan subkonsep penghantar antena dan subkonsep pentingnya kesesuaian impedansi antena (66,67%). Sementara itu presentase miskonsepsi tertinggi ditemukan pada subkonsep impedansi antena (18,18%) dan diikuti dengan subkonsep penguatan antena (12,12%). Dari hasil penelitian tersebut terungkap bahwa yang menjadi penyebab ketidakpahaman konsep dan miskonsepsi siswa antara lain karakter konsep dasar antena yang bersifat abstrak, banyak istilah asing, bahasanya sulit dan terlalu spesifik, dan juga terdapat banyak rumus yang sulit dipahami siswa, tidak dilaksanakannya praktikum, serta ketidaksiapan siswa dalam menerima materi yang disampaikan guru.---------- Low learning outcomes in engineering training eye antenna system and there are many learners who do not understand the material used as the basis of research to analyze the learning difficulties experienced by learners using the method of Certainty of Response Index (CRI). This method illustrates how the students understand the level of the subject and the students' confidence in answering questions. CRI is used to identify students' learning difficulties in the form of conceptual misconceptions and misconceptions. Identification was performed using multiple-choice diagnostic tests with a student confidence index of the test answers. The research method used is descriptive method. To find out the causes of learning difficulties students who do not understand concepts and misconceptions conducted interviews. The results showed 45.45% of students including the criteria of concept concept, while the remaining 48.00% of students do not understand the concept and as many as 6.55% of students experience misconception. The highest percentage of students who did not understand the concept was found in the subconception of antenna gain (69,70%) and followed by subconstruction of antenna and sub-concept of importance of conformity of antenna impedance (66,67%). Meanwhile, the highest misconception percentage was found on the sub-concept of antenna impedance (18.18%) and followed by subconception of antenna gain (12,12%). From the results of the research revealed that the causes of incomprehension of concepts and misconceptions of students, among others, abstract basic antenna concept, many foreign terms, the language is difficult and too specific, and also there are many formulas that are difficult to understand students, not practicum, and unprepared Students in receiving materials submitted by teachers.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | No. Panggil:S TE NUR p-2017; Pembimbing :I.Arjuni Budi P , II.Wawan Purnama; NIM:1307423 |
| Uncontrolled Keywords: | Kesulitan Belajar, Miskonsepsi, Perekayasaan Sistem AntenaLearning Difficulties, Certainty of Response Index (CRI), misconception, Engineering Antenna Systems |
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools T Technology > TK Electrical engineering. Electronics Nuclear engineering |
| Divisions: | Fakultas Pendidikan Teknologi dan Kejuruan > Jurusan Pendidikan Teknik Elektro > Program Studi Pendidikan Teknik Elektro |
| Depositing User: | DAM staf |
| Date Deposited: | 26 Sep 2018 01:52 |
| Last Modified: | 26 Sep 2018 01:52 |
| URI: | http://repository.upi.edu/id/eprint/31555 |
Actions (login required)
 |
View Item |