Jajang Kunaedi, - (2022) PENERAPAN COGNITIVE CONFLICT-BASED FLIPPED CLASSROOM (CC-FC) DALAM PEMBELAJARAN OPTIKA GEOMETRI UNTUK MENGUBAH KONSEPSI DAN MEMETAKAN MODEL MENTAL PESERTA DIDIK SMA. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Pembelajaran Flipped Classroom berbasis Konflik Kognitif (CC-FC) merupakan metode pembelajaran pedagogis inovatif dengan membalikkan sistem pembelajaran dan menggabungkan pembelajaran langsung (synchronous) dengan pembelajaran mandiri (asynchronous) dalam mengubah konsepsi melalui proses pertentangan dalam struktur kognitif peserta didik. Tujuan dari penelitian ini adalah untuk memperoleh gambaran mengenai penerapan Cognitive Conflict-Based Flipped Classroom (CC-FC) dalam pembelajaran Optika Geometri dalam mengubah konsepsi dan memetakan model mental peserta didik SMA. Hal ini dilakukan karena masih banyak peserta didik yang memiliki miskonsepsi pada materi Optika Geometri, padahal pengetahuan tentang cahaya dan interaksinya dengan benda lain sangat diperlukan dalam mempelajari cabang-cabang sains lainnya. Miskonsepsi dapat disebabkan oleh beberapa faktor, salah satunya model mental peserta didik dan strategi pembelajaran yang tidak tepat. Metode penelitian yang digunakan adalah mixed methods, dengan desain penelitian embedded mixed methods. Penelitian ini dilakukan kepada 30 peserta didik (7 peserta didik laki-laki dan 23 peserta didik perempuan, dengan rentang usia 16-17 tahun) kelas XI di salah satu SMA Negeri Kabupaten Subang. Instrumen tes berupa tes diagnostik berformat four-tier yang dinamakan DT-GO (Diagnostic Test on Geometrical Optics), sedangkan instrumen non-tes berupa angket tanggapan peserta didik dan lembar validasi RPP. Hasil penelitian menunjukan bahwa penerapan Cognitive Conflict-Based Flipped Classroom (CC-FC) dapat menghasilkan struktur baru pada pembelajaran flipped classroom melalui fase-fase konflik kognitif, seperti eksplorasi dan akomodasi konsep. Persentase pengubahan konsepsi peserta didik dari pre-test ke post-test pada setiap butir soal paling banyak terjadi pada kategori Acceptable Change (AC), sedangkan pengubahan konsepsi peserta didik pada setiap soal paling banyak terjadi dari konsepsi Misconception (MC) menjadi Partial Negative (PN). Adapun Persentase pengubahan model mental peserta didik dari pre-test ke post-test pada setiap sub materi paling banyak terjadi pada kategori Acceptable Correction (ACo), sedangkan pengubahan model mental peserta didik pada setiap sub materi terjadi dari model mental Synthetic Type-D (SY-D) menjadi Synthetic Type-C (SY-C). Oleh karena itu, dapat disimpulkan bawah penerapan Cognitive Conflict-Based Flipped Classroom (CC-FC) dapat memperbaiki konsepsi awal peserta didik yang tidak sesuai dengan konsepi ilmiah melalui penataan model mental pada materi Optika Geometri. Cognitive Conflict-based Flipped Classroom Learning (CC-FC) is an innovative pedagogical learning method by reversing the learning system and combining direct learning (synchronous) with independent learning (asynchronous) in changing conceptions through the process of conflict in the cognitive structure of students. The purpose of this study was to obtain an overview of the application of Cognitive Conflict-Based Flipped Classroom (CC-FC) in Geometric Optics learning in changing conceptions and mapping the mental models of high school students. This is done because there are still many students who have misconceptions about Geometric Optics material, even though knowledge of light and its interactions with other objects is needed in studying other branches of science. Misconceptions can be caused by several factors, one of which is the mental model of students and inappropriate learning strategies. The research method used is mixed methods, with embedded mixed methods research design. This research was conducted on 30 students (7 male students and 23 female students, with an age range of 16-17 years) class XI in one of senior high schools in Subang Regency. The test instrument is a diagnostic test in a four-tier format called DT-GO (Diagnostic Test on Geometrical Optics), while the non-test instrument is a student response questionnaire and a lesson plan validation sheet. The results show that the application of Cognitive Conflict-Based Flipped Classroom (CC-FC) can produce a new structure in flipped classroom learning through phases of cognitive conflict, such as exploration and accommodation of concepts. The percentage of changing students' conceptions from pre-test to post-test on each item mostly occurs in the Acceptable Change (AC) category, while the most common changes in students' conceptions on each question occur from misconceptions (MC) to Partial Negative (PN). ). The percentage of changes in the mental model of students from pre-test to post-test in each sub-material mostly occurs in the Acceptable Correction (ACo) category, while the change in the mental model of learners in each sub-material occurs from the mental model Synthetic Type-D (SY-D) to Synthetic Type-C (SY-C). Therefore, it can be concluded that the application of Cognitive Conflict-Based Flipped Classroom (CC-FC) can improve students' initial conceptions that are not in accordance with scientific concepts through structuring mental models on Geometric Optics material.
| Item Type: | Thesis (S2) |
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| Additional Information: | ID SINTA Dosen Pembimbing Achmad Samsudin : 257767 Lilik Hasanah : 5994035 |
| Uncontrolled Keywords: | Optika Geometri, pengubahan konsepsi, model mental, flipped classroom, konflik kognitif |
| Subjects: | L Education > L Education (General) Q Science > QC Physics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Fisika S-2 |
| Depositing User: | Jajang Kunaedi |
| Date Deposited: | 31 Aug 2022 06:58 |
| Last Modified: | 31 Aug 2022 06:58 |
| URI: | http://repository.upi.edu/id/eprint/76790 |
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