Ina Risnawati, - (2018) ANALISIS PERUBAHAN TIPE PEMAHAMAN KONSEP TENTANG KONSEP MOMENTUM DAN IMPULS MELALUI PEMBELAJARAN CONCEPTUAL PROBLEM SOLVING. S1 thesis, Universitas Pendidikan Indonesia.
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
S_FIS_1405361_Title.pdf Download (33kB) |
|
Text
S_FIS_1405361_Abstract.pdf Download (142kB) |
|
Text
S_FIS_1405361_Table_of_content.pdf Download (112kB) |
|
Text
S_FIS_1405361_Chapter1.pdf Download (171kB) |
|
Text
S_FIS_1405361_Chapter2.pdf Restricted to Staf Perpustakaan Download (399kB) |
|
Text
S_FIS_1405361_Chapter3.pdf Download (357kB) |
|
Text
S_FIS_1405361_Chapter4.pdf Restricted to Staf Perpustakaan Download (481kB) |
|
Text
S_FIS_1405361_Chapter5.pdf Download (74kB) |
|
Text
S_FIS_1405361_Bibliograhy.pdf Download (224kB) |
|
Text
S_FIS_1405361_Appendix.pdf Restricted to Staf Perpustakaan Download (1MB) |
Abstract
Berdasarkan hasil penelitian sebelumnya mengenai materi momentum dan impuls, terdapat beberapa temuan diantaranya masih banyak siswa tidak memahami konsep impuls dan momentum suatu benda. Oleh karena itu perlu pembelajaran yang membantu siswa untuk memahami konsep tersebut. Conceptual Problem Solving (CPS) merupakan pembelajaran pemecahan masalah yang dipadukan dengan model penemuan. Pembelajaran diawali dengan memfasilitasi siswa menemukan konsep momentum dan impuls melalui pengamatan dan diskusi, dilanjutkan dengan melatih siswa menggunakan konsep dan prinsip fisika yang telah dibangun untuk memecahkan masalah. Tujuan dari penelitian ini adalah untuk melihat perubahan tipe pemahaman konsep siswa SMA pada konsep momentum dan impuls sebelum dan setelah pembelajaran CPS. Metode penelitian yang digunakan adalah mixed methods dengan desain sequential explanatory. Penelitian ini melibatkan siswa SMA kelas X di salah satu SMA di Kota Bandung yang berjumlah 66 orang siswa, yang terbagi menjadi dua kelas dengan jumlah masing-masing 33 orang siswa. Instrument penelitian yang digunakan berupa soal tes pemahaman konsep berbentuk uraian terbuka, lembar observasi dan komunikasi personal. Dari tes pemahaman konsep, diidentifikasi dengan tipe pemahaman konsep yang terdiri dari empat tipe, yaitu scientific (Sc), scientific with alternative fragment (ScwAF), alternative (Al), dan no conceptual understanding (NCU). Hasil penelitian ini menunjukan bahwa perubahan pemahaman konsep siswa berada pada kategori tinggi, dengan nilai effect size 2,16. Profil tipe pemahaman konsep siswa setelah pembelajaran CPS berada pada tipe Sc dengan persentase 51%, tipe ScwAF sebesar 45%, tipe Al sebesar 4%, dan tipe NCU sebesar 0,2% . Perubahan tipe pemahaman konsep setelah pembelajaran kearah positif, dengan persentase sebesar 55%. Keterlaksanaan pembelajaran CPS diperoleh rata-rata persentase sebesar 92%. -----Based on the previous study on the similar topic, it was found that there were a lot of students who still did not understand the concept of impulse and momentum alteration over a thing. Therefore the need of learning that helps students to understand the concept. Conceptual Problem Solving (CPS) refers to a problem solving learning being integrated with a number of findings. The lesson began with facilitating the students in finding out the concepts of momentum and impulse through observation and discussion. It was followed with training them to apply the concepts and physic principles in order to cope with the problem. This study was aimed at investigating the shift of conceptual comprehension of Senior High School students on the concepts of momentum and impulse in pre- and post- CPS learning. The research used mixed methods with sequential explanatory design. The participants of this study were 66 tenth-graders at a Senior High School in Bandung, in which they were divided into two classes with 33 students in each class. The research instruments used were a written test in the form of essay, observation sheets, and personal communication. From test understanding of concepts, identified with the type of understanding of the concept of four types, namely scientific (Sc), scientific with alternative fragment (ScwAF), alternative (Al), and no conceptual understanding (NCU). The study revealed that the score of the shift on students’ conceptual understanding was classified to be high with effect size 2,16. The profile of this issue after CPS learning was conducted was at the type of Sc with percentage 51%, 45% ScwAF type, the type Al by 4%, and the type of NCU at 0.2%. The shift of conceptual comprehension after the learning moved to the positive side with percentage 55%. The implementation of CPS learning reached 92% in average.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | No. Panggil : S FIS INA a-2018; Pembimbing I : Winny Liliawati, II : Agus Danawan; NIM : 1300038 |
| Uncontrolled Keywords: | Tipe Pemahaman Konsep, Momentum dan Impuls, Conceptual Problem Solving |
| Subjects: | L Education > L Education (General) Q Science > QC Physics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Fisika |
| Depositing User: | DAM staf |
| Date Deposited: | 08 Feb 2019 09:57 |
| Last Modified: | 08 Feb 2019 09:57 |
| URI: | http://repository.upi.edu/id/eprint/33714 |
Actions (login required)
 |
View Item |