REMEDIASI MISKONSEPSI SISWA MELALUI PEMBELAJARAN PROBLEM POSING PADA MATERI GERAK PARABOLA
Abstract
Abstrak: Penelitian ini untuk mengetahui efektivitas remediasi miskonsepsi siswa pada materi gerak parabola melalui pembelajaran problem posing. Metode penelitian yang digunakan adalah eksperimen semu dengan rancangan penelitian one group pretest-posttest group design. Sebanyak 23 siswa kelas XI IPA 3 dipilih dengan cara intact group (kelompok utuh) ditetapkan sebagai sampel dalam penelitian. Miskonsepsi siswa diukur menggunakan 10 butir soal tes pilihan ganda yang disertai alasan. Persentase miskonsepsi siswa sebelum diberikan remediasi sebesar 90,48% dan persentase miskonsepsi siswa sesudah diberikan remediasi melalui pembelajaran problem posing sebesar 51,90%, sehingga terjadi penurunan persentase siswa yang mengalami miskonsepsi setelah dilakukan remediasi sebesar 38,58%. Hasil uji McNemar dan Binomial menunjukkan bahwa terjadi perubahan konsepsi yang signifikan pada 6 indikator soal dan tidak signifikan pada 4 indikator soal. Efektivitas remediasi berdasarkan perhitungan harga proporsi penurunan jumlah siswa yang mengalami miskonsepsi, dengan nilai ∆S = 0,437 dan tergolong sedang. Dengan demikian, pembelajaran problem posing efektif untuk meremediasi miskonsepsi siswa pada materi gerak parabola di kelas XI MAN 2 Pontianak. Sehingga pembelajaran problem posing dapat dijadikan sebagai salah satu alternatif bagi guru untuk memperbaiki miskonsepsi siswa pada pelajaran fisika.
Kata kunci : remediasi, problem posing, gerak parabola
Abstract: This study to determine the effectiveness of remediation of student misconceptions in a projectile motion of matter through the learning problem posing. The research method used is a quasi-experimental research design with one group pretest-posttest group design. As many as 23 students of class XI selected by the group intact (intact group) as defined in the study sample. Misconceptions students was measured using a 10 item multiple-choice test questions accompanied by reasons. Percentage of student misconceptions before given remediation by 90,48% and the percentage of student misconceptions given remediation after learning through problem posing of 51,90%, resulting in a decrease in the percentage of students who have misconceptions after remediation by 38,58%. Binomial and McNemar test results showed that significant changes in the conception of the 6 indicators questions and not significant at the 4 indicators questions. Effectiveness of remediation based on the calculation of the proportion of reduction in the number of students who have misconceptions with ∆ S = 0.437 and classified as moderate. Thus, posing the problem of effective learning to remediate student misconceptions in a parabolic motion of matter in class XI of MAN 2 Pontianak. So that the problem posing can be used as an alternative for teachers to improve student misconceptions in physics.
Keywords: remediation, problem posing, projectile motion
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PDFDOI: http://dx.doi.org/10.26418/jppk.v3i6.5979
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