Fajarini, - (2018) PENERAPAN PROCESS-ORIENTED GUIDED-INQUIRY LEARNING BERBANTUAN SIMULASI PhET UNTUK MEREMEDIASI MISKONSEPSI PADA MATERI PEMANASAN GLOBAL SISWA SMA. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Miskonsepsi dimaknai sebagai pemahaman konsep yang tidak sesuai dengan konsep ilmiah. Miskonsepsi memberi pengaruh buruk bagi siswa karena miskonsepsi dapat menyesatkan pemahaman siswa mengenai suatu konsep. Miskonsepsi ini dapat berasal dari beberapa hal yaitu dari diri sendiri, guru dan buku teks/materi yang bisa diperoleh. Banyak cara untuk memperbaiki miskonsepsi siswa, salah satunya dengan menerapkan pembelajaran yang menganut paham kontruktivisme. Penelitian ini bertujuan untuk meremediasi miskonsepsi yang dialami siswa pada materi pemanasan global dengan cara menerapkan pembelajaran process oriented guided inquiry learning berbantuan simulasi PhET dan menganalisis keterlaksanaan serta respon siswa terhadap pembelajaran ini. Metode penelitian ini adalah pre-eksperimental dengan desain one-group pre-test post-test design dengan sampel penelitian berjumlah 176 siswa kelas 11 MIA disalah satu SMA di Bandung. Identifikasi miskonsepsi menggunakan instrumen four-tier test. Hasil penelitian menunjukkan bahwa terjadi rata-rata penurunan kuantitas siswa yang mengalami miskonsepsi sebesar 88% dengan miskonsepsi yang teridentifikasi sebanyak 13 konsep. Hasil uji beda rata-rata menunjukkan terdapat beda rata-rata antara hasil pretest dan posttest. Hasil analisis keterlaksanaan aktivitas guru dari hasil observasi adalah 100% dengan kategori seluruh kegiatan terlaksana. Hasil analisis aktivitas siswa dari nilai lembar kerja siswa adalah 93,7% dengan kategori respon siswa sangat baik. Berdasarkan temuan di atas, dapat disimpulkan bahwa seluruh kegiatan pembelajaran process-oriented guided-inquiry learning berbantuan simulasi PhET telah terlaksana dan dapat meremediasi miskonsepsi pada materi pemanasan global dengan kategori tinggi serta respon siswa sangat baik.-- Misconception is defined as an understanding of concepts that are inconsistent with scientific concepts. Misconceptions give bad effects to students because misconceptions can mislead students' understanding of a concept. These misconceptions commonly occur by either student mind, teacher, or textbook. There are many ways to correct misconceptions of students, one of them by applying the lesson that embraces constructivism. This study aims to remediate misconceptions experienced by students on global warming concepts by applying learning process oriented guided inquiry learning assisted PhET simulation and analyzing the implementation and response of students to this learning. The method of this research is pre-experimental with one-group pre-test post-test design. Subject of the research is a sample of 176 students of 11 MIA in one high school in Bandung. Misconceptions using is identified by four-tier test instruments. The results showed that there is an average decrease in the quantity of students experiencing misconceptions of 88% with 13 concepts misconceptions as identified. The mean difference test result show that there is difference between the pretest and posttest result. Analysis results teacher’s activity from the observation is 100% with the category of all activities performed. Analysis result of student activity from student worksheet value is 93,7% with very good student response category. Based on the above findings, it can be concluded that all learning process-oriented guided-inquiry learning activities with PhET simulation have been implemented and can remediate misconceptions on global warming material with high category and excellent student response.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | No. Panggil : T FIS FAJ p-2018; Pembimbing : I. Setiya Utari, II. Eka Cahya Prima; NIM : 1602627 |
| Uncontrolled Keywords: | Penurunan kuantitas miskonsepsi fisika, simulasi PhET, pemanasan global, Decrease in the quantity of physical misconceptions, Proccess Oriented Guided Inquiry Learning (POGIL), virtual experiment, PhET simulation, global warming. |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QC Physics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Fisika S-2 |
| Depositing User: | Rika Maysani |
| Date Deposited: | 02 Aug 2019 01:19 |
| Last Modified: | 02 Aug 2019 01:19 |
| URI: | http://repository.upi.edu/id/eprint/36658 |
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