Fisika dalam menguasainya dibutuhkan pemahaman dan kemampuan cara representasi yang berbeda-beda. Penggunaan multirepresentasi memfasilitasi peserta didik dengan latarbelakang kecerdasan yang berbeda untuk dapat memahami suatu konsep tertentu. Tujuan penelitian ini adalah untuk mengetahui peningkatan kemampuan kognitif dan pemecahan masalah siswa, level pemecahan masalah siswa, hubungan antara kemampuan kognitif dengan pemecahan masalah, serta tanggapan siswa terhadap pembelajaran menggunakan multirepresentasi. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian nonequivalent control group design. Instrumen penelitian berupa tes pilihan ganda untuk mengukur kemampuan kognitif, tes uraian untuk mengukur kemampuan pemecahan masalah, lembar observasi untuk mengetahui keterlaksanaan pembelajaran, dan angket tanggapan siswa untuk mengetahui respon siswa terhadap pembelajaran multirepresentasi. Hasil penelitian menunjukkan terjadi peningkatan kemampuan kognitif berdasarkan nilai N-gain. Pada kelas eksperimen peningkatan kemampuan kognitif berada pada kategori ”sedang” sedangkan kelas kontrol berada pada kategori ”rendah”. Kemampuan pemecahan masalah siswa dievaluasi menggunakan rubrik multiple ways Rosengrant, dengan rata-rata level pemecahan masalah kelas eksperimen berada pada level needs some improvement, sedangkan kelas kontrol berada pada level inadequate. Adapun hubungan kemampuan kognitif dengan pemecahan masalah adalah linier dengan kriteria ”cukup”. Tanggapan siswa ”positif” terhadap pembelajaran menggunakan multirepresentasi pada pokok bahasan gerak parabola.
Misconception can be interpreted as incorrect conceptual understanding be-cause it is not in accordance with scientific conceptions but is believed to be the correct conception within students’ minds. Misconception often happens in understanding the concept of Physics, one of which is the concept of Force and Vibration. Misconceptions can be an obstacle in achieving the objectives of learning Physics. One of the causes of the misconception is that the learning model used has not been able to encourage students’ conceptual change. One of the learning models that can promote conceptual change is Interactive Conceptual Instruction (ICI) assisted by computer simulation. The aim of this research was to find out the effectivity of ICI assisted by computer simulation learning model implementation in the change of high school students’ conception on Force and Vibration. Mixed method research with concurrent embedded research design was used in this study. The re-search was conducted on 60 students of class X in one public high school in Cimahi City, which were divided into experimental class and control class with 30 students in each class. The experimental class took part in ICI learning assisted by computer simulations, while the control class participated in conventional learning. The instruments used in this study were 20 items of four-tier test to determine students’ conception level and observation sheets to determine the implementation of ICI learning assisted by computer simulations. The effectivity of ICI assisted by computer simulation in the change of high school students’ conception was measured by effect size. The data processing revealed that the effect size obtained was 0.99 with a "large" interpretation. The change of students’ conception could be seen from the declining of misconception percentage of 9.3% in experimental class. Thus, it can be concluded that the application of the ICI learning model assisted by computer simulations can be done as an effort to change the conceptions of high school students to be better at the concept of Force and Vibration.
Creative thinking skills are vital in physics knowledge as in physics knowledge equal through investigation arrangements on attentions accomplishment subsequently sensing, articulating difficulties, gathering information, dispensation and seeing information, and concluding. This study drives to enhance Sundanese students’ creative thinking skills on physics by the ICARE model through Rasch Analysis. The investigate technique used a pre-experimental technique with one group pretest-posttest design for ten grade pupils (10 boys and 12 girls) and exploitation Rasch analysis to portion the person consistency with bubble chart and variable wright map. The instrument was based on indicators by Torrance. Informations were composed through pretest and posttest to amount creative thinking skills and person consistency on students. The outcomes displayed that ICARE model influenced creative thinking skills through the middling score of 0.61 characterized as intermediate. It can be decided that ICARE model is one of the erudition models that can stimulus and enhance students’ creative thinking skills on physics ideas.
This study aims to know the development of students' metacognition on the elasticity concept used metacognitive strategies in cooperative learning STAD-type. The instrument in this study used the Students Worksheets (LKS) was adopted metacognitive strategies, in this study called by the term Student Thought's Journal (JPS) and students did it by several steps. First, students answered the JPS with their own knowledge, and then they searched many information used internet sources, so students would check and repair their answer and fixed with the information that they have been found, and the last step student involved in a group discussions to get many alternative solutions from their friends and students should consider the most appropriate solution to resolve the issue. In this study also used a questionnaire to determine the profile of students' metacognitive knowledge, control and awareness. This study was conducted on one of the upper secondary school (n = 31, grade 10). The results of this study indicated that the development of students' metacognition occurs significantly when the implementation of cooperative learning STAD-type and also at the last meeting, it was showed by the decrease in the number of students who answered inappropriately and didn't accordance with the elasticity concept. And the result for students' metacognition knowledge, control and awareness were quite good. The analysis of these data indicated that by using metacognitive strategies in cooperative learning STAD-type can know the development of students' metacognition.Keywords: metacognition, metacognitive strategies, cooperative learning, elasticity.
AbstrakPenelitian ini bertujuan untuk melihat perkembangan metakognisi siswa pada materi elastisitas dengan penerapan strategi metakognisi pada cooperative learning tipe STAD. Instrumen penelitian yang digunakan yaitu menggunakan Lembar Kerja Siswa (LKS) yang mengadopsi strategi metakognisi dalam penelitian ini diberi istilah Jurnal Pemikiran Siswa (JPS) yang dikerjakan siswa melalui beberapa tahap. Pertama siswa menjawab JPS sesuai pengetahuannya, kemudian mencari berbagai informasi melalui sumber internet sehingga siswa akan memeriksa dan memperbaiki jawabannya agar sesuai dengan informasi yang telah diperolehnya dan terakhir siswa terlibat dalam diskusi kelompok sehingga diperoleh berbagai alternatif solusi jawaban dan siswa harus mempertimbangkan solusi jawaban yang paling tepat untuk menyelesaikan masalah. Selain itu dalam penelitian ini juga menggunakan kuisioner untuk mengetahui profil metakognisi pengetahuan, kontrol dan kesadaran siswa. Penelitian ini Naskah diterbitkan: 30 Juni 2016
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.