This research is focused to remediate students’s misconceptions to dynamic electrical materials. Remediation activities are performed by improving critical thinking skills through guided discovery learning method. This research through two stages, namely the stage of development of learning instrument that using the design of 4-D models Thiagarajan (1974) continued with the implementation of the 35 students on Physics Education 2011 class A at State University of Surabaya by one group pretest-posttest design. The results of data analysis showed that the devices in good category, assement of the implementation of guided discovery learning method derived from observer with good category. Implementation of guided discovery methods of learning dynamicelectric materials can improve critical thinking skills of the students. Profiles initial misconceptions are found in each of the concepts before learning and decreased after remediation. The result is closely linked to increased student thinking skills. Based on data analysis, it can be concluded that learning instrument was developed to enhance the learning of critical thinking skills in an effort to remediate student’s misconceptions dynamical electric material, but the result of correlation analysis between improving critical skill with remediation of misconceptions is not significant. Penelitian ini bertujuan untuk meremediasi miskonsepsi mahasiswa materi listrik dinamis. Kegiatan remediasi dilakukan dengan meningkatkan keterampilan berpikir kritis melalui pembelajaran metode penemuan terbimbing. Penelitian ini melalui dua tahap, yaitu tahap pengembangan perangkat mengikuti rancangan 4-D model Thiagarajan (1974) dilanjutkan dengan implementasi perangkat pada 35 mahasiswa Pendidikan Fisika 2011 kelas A di Universitas Negeri Surabaya dengan desain One Group Pretest-Posttest Design. Analisis yang digunakan adalah analisis deskriptis dan kuantitatif. Data hasil penelitian menunjukkan penilaian perangkat dalam kategori baik, keterlaksanaan pembelajaran metode penemuan terbimbing diperoleh dari penilaian pengamat mendapatkan nilai rata-rata keterlaksanaan 3,6 dengan katagori sangat baik. Implementasi pembelajaran metode penemuan terbimbing materi listrik dinamis dapat meningkatkan keterampilan berpikir kritis mahasiswa. Profil miskonsepsi awal ditemukan pada setiap konsep sebelum pembelajaran dan menurun setelah remediasi. Penemuan tersebut tidak terlepas dari meningkatnya keterampilan berpikir mahasiswa. Berdasakan hasil analisis data, dapat disimpulkan bahwa perangkat pembelajaran yang dikembangkan dapat meningkatkan keterampilan berpikir kritis dalam upaya remediasi miskonsepsi mahasiswa materi listrik dinamis, namun hasil analisis pengaruh peningkatan keterampilan berpikir kritis terhadap remediasi miskonsepsi tidak signifikan.
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