The purpose of this research is to explore the students’ perception about the implementation of blended learning approach (BLA) in inclusive education course. Thirty (30) students participated in this research. The data collection was done by open interview to know students’ perception about the implementation of blended learning. The interview results were analyzed using context analysis techniques. Based on the data analysis, there are four catego-ries of students' attention, namely: display of learning management system (LMS); accessibility; the benefits and sustainability. Student perceptions of each category are: the LMS display on the web of 50.53% is appropriate and simple, but must be modified to make it easier for students to understand. The negative perception about accessibility of 69.57% indicates that internet access to the web is still unstable and slow. Positive perception about BLA benefit of 66.94% indicates good benefits to students especially in terms of adding learn-ing experiences, knowledge, variations of learning models and learning more flexible and independent. A positive perception of BLA sustainability of 66.18% indicates should be continued because it can increase students' learning interest, learn more modern, flexible and independent.
This aim of this research was to analyze students'critical thinking skills. The research was a quantitative descriptive research. The research of critical thinking skills was tested using essay questions. The instrument of critical thinking skills was developed based on Ennis' critical thinking skill indicators, namely: identifying questions, proposing hypotheses, determining an action, considering the use of appropriate procedures, recording observation results, interpreting questions, identifying and dealing with irrelevance, and giving definitions. Based on the research result, 21% of students had medium critical thinking skills, 64% of students had low critical thinking skills, and 15% of students had very low critical thinking skills.
Miskonsepsi merupakan suatu masalah dalam pembelajaran fisika yang cukup menghantui guru dan siswa serta membuat tujuan pembelajaran tidak tercapai dengan baik. Berdasarkan studi literatur, fourtier test dapat digunakan untuk mengidentifikasi miskonsepsi yang dialami siswa. Meskipun demikian, tes diagnostik dalam bentuk four-tier test belum banyak dikembangkan, salah satunya pada topik Usaha dan Energi. Oleh karena itu, perlu dilakukan pengembangan tes diagnostik dalam format four-tier untuk topik Usaha dan Energi. Penelitian ini menggunakan model 4D (Defining, Designing, Developing, and Disseminating) dalam mencapai tujuan penelitian. Sampel yang digunakan adalah 30 siswa pada salah satu SMA Negeri di Kota Bandung. Penelitian menghasilkan pengembangan tes diagnostik dalam format four-tier pada topik Usaha dan Energi. Dengan adanya pengembangan ini, miskonsepsi pada topik tersebut dapat dengan mudah diidentifikasi oleh guru. Penelitian ini dapat dijadikan sebagai pengembangan awal untuk penelitian selanjutnya. abstrak dalam bahasa Indonesia pada bagian ini.
Konsepsi siswa pada konsep gaya merupakan hal penting untuk menunjang proses pembelajaran di kelas. Oleh karena itu, diperlukan suatu instrumen tes diagnostik yang dapat mendiagnosis level konsepsi siswa pada konsep gaya. Hal inilah yang mendasari peneliti mengembangkan instrumen Force Conceptual Inventory (FCI) dalam format four-tier test (tes empat level). Tujuan penelitian ini disusun sebagai langkah awal pengembangan FCI berformat four-tier test sebagai salah satu instrumen tes diagnostik pada konsep gaya. Metode penelitian menggunakan desain Plomp dengan tahap (1) Investigasi Awal, (2) Desain, (3) Realisasi/Konstruksi, (4) Tes, Evaluasi, dan Revisi, (5) Implementasi. Instrumen yang dikembangkan diujicobakan pada 30 siswa di salah satu SMA Negeri di Kota Bandung. Hasil penelitian ini diperoleh bahwa instrumen tes diagnostik FCI berformat four-tier test yang dapat mendiagnosis level konsepsi siswa pada konsep gaya. Dengan demikian, hasil pengembangan FCI berformat four-tier test ini berpotensi untuk dijadikan salah satu instrumen tes diagnostik yang dapat mengungkap miskonsepsi.
This study aims to identify students' misconceptions on Newton's Law using the Five-Tier Newton's Laws Test (5TNLT) instrument. The process of identifying misconceptions is carried out as one of the first steps to overcome student misconceptions. The method used in this study uses the 4D model (Defining, Designing, Developing, and Disseminating). Participants involved in this study consisted of 327 students (198 female and 129 male), who came from 2 public high schools and 1 private high school in Bandung. Based on the research, it was found that the 5TNLT instrument developed by the researcher could be used to identify misconceptions and causes of students' misconceptions on Newton's Law. All items on the 5TNLT instrument are valid and reliable enough to measure student misconceptions. The highest percentage of misconception categories is shown in the MC-PT (Misconception from personal thoughts) category, which is 50.21%, while the smallest percentage is shown in the MC-I (Misconception from the internet) category, which is 14.82%.
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