Development of Contextual-Based Teaching Materials in The Course of Magnetic Electricity

Yolanda, Yaspin

doi:10.21043/thabiea.v3i1.6616

Cited by 8 publications

(9 citation statements)

References 6 publications

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“…In this case, these developments are only tools to make learning the correct concepts related to the studied material or conceptual change easier. Based on previous studies, state that some of the causes of misconceptions are mental lack of preparation (Ahonen et al, 2019;Peel et al, 2019;Potvin et al, 2020), lack of interest in the knowledge being studied (Prodjosantoso et al, 2019;Soeharto et al, 2019), conceptual errors conveyed by teachers (Fauth et al, 2019;Fuadiah et al, 2019;Mufit et al, 2019;Saputra et al, 2019), inappropriate learning resources (Leacock & Nesbit, 2007;K.-H. Yang & Lu, 2021;Yolanda, 2020), and material presented abstractly (Fadillah & Salirawati, 2018;Resbiantoro et al, 2022). Based on this, it is essential to understand the characteristics of the material and the student's delivery of the material to avoid misconceptions.…”

Section: Figure 1 Network Visualization Misconceptions and Conceptual...mentioning

confidence: 99%

Bibliometric Investigation in Misconceptions and Conceptual Change Over Three Decades of Science Education

Amiruddin,

Samsudin,

Suhandi

et al. 2024

INT J EDUC METHODOL

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<p style="text-align:justify">This paper explores information related to misconceptions and conceptual change during the last thirty years 1992-2022 to be used as a preliminary study in science education. This study used bibliometric analysis with the help of the Scopus database. This paper used a bibliometric analysis study with the Scopus database and the help of MS Excel, VosViewer, and Rpackage software to visualize the data obtained. The results of this research found that Indonesian researchers have contributed the most in terms of the number of documents published in Australia and the United States. Additionally, research on these two topics has decreased since 2019 due to the Covid-19 pandemic. In addition, these findings present trends in the areas of misconceptions and conceptual change that can be used as baseline data for future research. Studies related to misconceptions will continue to develop because they cannot be separated from the inside of education, whether at any level of elementary school, middle school, or college. This is an opportunity that must be taken advantage of by institutions and policies in an effort to improve and create quality of education, teacher resources, and students.</p>

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Section: Figure 1 Network Visualization Misconceptions and Conceptual...mentioning

confidence: 99%

Bibliometric Investigation in Misconceptions and Conceptual Change Over Three Decades of Science Education

Amiruddin,

Samsudin,

Suhandi

et al. 2024

INT J EDUC METHODOL

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“…Pembelajaran kontekstual adalah pembelajaran yang mampu membangun kebermaknaan (construktivism), pembelajaran berbasis penemuan (inquiry), belajar bersama (learning community), pembelajaran berdasarkan konteksnya (modelling), Evaluasi penilaian harus bisa mengukur ketuntasan siswa (authentic assesment), memberikan kesempatan kepada siswa untuk bertanya (questioning), dan membimbing siswa dalam mereview kembali materi yang telah diajarkan (reflection) (Yolanda, 2020).…”

Section: Pendahuluanunclassified

Pengembangan E-modul Berbasis Contextual Teaching and Learning (CTL) Untuk Mengukur Hasil Belajar Fisika Materi Gerak Lurus Kelas X SMA Negeri 2 Kota Lubuklinggau

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2022

Phi: J. Phys. Edu. & Applied

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Penelitian ini bertujuan untuk menghasilkan e-modul fisika berbasis Contextual Teaching and Learning (CTL) yang valid dan praktis. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model 4D. Subyek penelitian ini meliputi Validator (Ahli bahasa, media dan materi), guru fisika dan siswa kelas X dalam uji coba kelompok terbatas. Teknik pengumpulan data dilakukan dengan menggunakan lembar angket. Berdasarkan hasil analisis ketiga validator menunjukkan bahwa e-modul memenuhi kriteria valid dengan hasil validasi bahasa 25, hasil validasi media 37, dan validasi materi 48. Sedangkan hasil analisis kepraktisan guru sebesar 40 dan kepraktisan siswa sebesar 39,7 menunjukkan keduanya kategori praktis. Persentase ketuntasan siswa sebesar 88,8 %. Berdasarkan data tersebut dapat disimpulkan bahwa e-modul fisika berbasis Contextual Teaching and Learning (CTL) materi gerak lurus kelas X yang dikembangkan peneliti dinyatakan valid dan praktis sehingga dapat digunakan dalam pembelajaran.

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“…Sujanem, R., (2012) menguraikan bahwa desain serta tata bahasa dan simbol rumusan, konsepsi materi suhu dan kalor tersebut harus jelas dan bisa dibaca dan digunakan siswa. Kemudian dalam tahap kelayakan modul ini akan dilaksanakan uji kelompok kecil serta field test, seperti yang diuraikan oleh Yolanda, Y., (2020). Kelayakan modul penilaian miskonsepsi IPA pada kelayakan modul secara teoritik terdiri dari evaluasi ahli materi, desain serta tata bahasa.…”

Section: Tahap Mengembangkanunclassified

PENERAPAN MODUL PENILAIAN MISKONSEPSI IPA MATERI SUHU DAN KALOR TERINTEGRASI CRI (Certainly Of Response Index) MELALUI METODE BLENDED LEARNING

Yolanda¹

2021

JIPPF

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A B S T R A C TThis study was taken based on the results of observations and interviews of researchers at SMP Negeri 2 Lubuklinggau which showed that many students had misconceptions in science about temperature and heat, as many as 84 percent of students had misconceptions about the concept of changing temperature from Celsius to Fahrenheit, 75% of students did not understand the meaning of temperature and heat material In everyday life, students' misconceptions about changes in the state of matter and factors of heat change. This study aims (1) how to analyze students' misconceptions on temperature and heat material after applying the Blended Learning model and (2) measure the validity and practicality of the temperature and heat science misconception assessment module according to students' needs. The location of this research is SMP Negeri 2 Lubuklinggau City. This research was conducted in Class VII.1 and VII.2 even semesters, namely from January to July 2021. The development model used was the Borg and Gall models. Data collection techniques in this study 1) documentation based on the CRI Diagnostic Test, 2) interviews, and 3) questionnaires. Analysis of the data that has been collected was analyzed by quantitative descriptive. Based on the results of research using the temperature and heat science misconceptions assessment module, the validity level is 37.5% (valid), the average field test student response is 3.8 with a very practical category and the effectiveness of the science misconception assessment module increases the number of students who understand the concept of using the Blended Learning model of 95.03% (very good). The effectiveness of the module is seen from the student's test scores after using the Science misconceptions assessment module for Temperature and Heat material. There are 80 students who take the test. There are 12 students who understand the concept and 68 students still have misconceptions.

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Development of Contextual-Based Teaching Materials in The Course of Magnetic Electricity

Cited by 8 publications

References 6 publications

Bibliometric Investigation in Misconceptions and Conceptual Change Over Three Decades of Science Education

Bibliometric Investigation in Misconceptions and Conceptual Change Over Three Decades of Science Education

Pengembangan E-modul Berbasis Contextual Teaching and Learning (CTL) Untuk Mengukur Hasil Belajar Fisika Materi Gerak Lurus Kelas X SMA Negeri 2 Kota Lubuklinggau

PENERAPAN MODUL PENILAIAN MISKONSEPSI IPA MATERI SUHU DAN KALOR TERINTEGRASI CRI (Certainly Of Response Index) MELALUI METODE BLENDED LEARNING

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