Disain dan Validitas Multimedia Interaktif Berbasis Konflik Kognitif pada Materi Vektor untuk Kelas X SMA/MA

Ilahi, Tut Dunya Wahyuni; Mufit, Fatni; Hidayati, Hidayati; Afrizon, Renol

doi:10.26877/jp2f.v12i2.9324

Cited by 11 publications

(14 citation statements)

References 3 publications

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“…( 3) Experimental activities on momentum and impulse materials in labor are rarely implemented due to tool limitations. In the physics learning process that does not involve students actively in finding concepts [12], the use of learning media that has not achieved the learning objectives [13] results in students preferring to memorize formulas rather than understanding concepts [14], so that their understanding of concepts decreases and experiences misconceptions [12].…”

Section: B Discussionmentioning

confidence: 99%

Design of Cognitive Conflict-Based Teaching Materials Integrating Real Experiment Video Analysis on Momentum and Impulse Materials to Improve Students' Concept Understanding

Defrianti¹,

Mufit²,

Gusnedi³

et al. 2021

Pend. Fisika

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Students do not understand concepts and misconceptions occur in momentum and impulses. Less available teaching materials that can remediate misconceptions. This study aims to design cognitive conflict-based teaching materials that integrate video analysis of real experiments to improve students' conceptual understanding of momentum and impulses. This research is a development research using the Plomp model. In the preliminary research, journal analysis, interviews with physics teachers, and literature studies were conducted. At the prototyping stage, teaching materials are designed, self-evaluation is carried out, validation by 3 lecturers and one-to-one practicality test for 3 students. The data analysis technique used descriptive analysis for interviews, the Aiken-V formula for validation and percentage techniques for practicality tests. The results of the preliminary research, it was found that students' understanding of concepts was low and there were still misconceptions, the unavailability of teaching materials that corrected misconceptions. The results of the prototyping stage, momentum and impulse teaching materials were designed based on four syntaxes of cognitive conflict-based learning model (CCBL Model). In the third syntax, real-experiment video analysis is integrated using the tracker program. The results of the self-evaluation showed that the teaching materials were complete with very good criteria. The results of the validation test obtained a very valid value of 0.81. The results of the practicality test obtained a very practical value of 90.27. So, the design of cognitive conflict-based teaching materials integrating video analysis of real experiments on momentum and impulses is very valid and practical in one-on-one evaluation

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Section: B Discussionmentioning

confidence: 99%

Design of Cognitive Conflict-Based Teaching Materials Integrating Real Experiment Video Analysis on Momentum and Impulse Materials to Improve Students' Concept Understanding

Defrianti¹,

Mufit²,

Gusnedi³

et al. 2021

Pend. Fisika

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show abstract

“…This means that the 2013 curriculum is expected to be a guide in preparing learning in schools, especially in learning physics. The purpose of learning physics according to the 2013 curriculum is to equip students with the ability to understand concepts, principles of physics, thinking skills and self-confidence that can help students develop science and technology in the face of the times [2,3,4].…”

Section: Introductionmentioning

confidence: 99%

“…Physics is one of the science subjects that plays an important role in the development of science and technology [5]. The object of the study of physics is about nature, be it how nature works, natural phenomena, natural interactions and changes that occur in it [1,2,4,6]. Given the importance of the role of physics, it is necessary to teach physics subjects from the start of students at the junior high school level.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Concepts Understanding and Students' Attitudes Towards Learning Physics in Parabolic Motion at Sman Kota Pariaman

et al. 2021

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Understanding the concepts and attitudes of students is one of the essential things in learning. Based on previous researchers’ research, many students have low conceptual understanding or high misconceptions. In addition, students' attitudes towards learning physics are also considered less good. This study aims to determine: 1) students' conceptual understanding of the parabolic motion material, 2) students' attitudes towards learning physics, and 3) the relationship between conceptual understanding and student attitudes towards learning physics.This study uses a quantitative descriptive method. The sample consisted of 81 students from 3 high schools in Kota Pariaman, representing low, mediu, and high-level schools. The research instrument was in the form of a four-tier multiple-choice concept test about parabolic motion and a questionnaire about students' attitudes towards learning physics. The data analysis technique used is a combination of answers for the concept test and Likert Scale scoring to analyze the questionnaire. The relationship between conceptuaal understanding and attitude was analyzed using Pearson's product-moment correlation.The results showed that students experienced more misconceptions with a fairly high percentage (42,6-72,3). The results of the student attitude questionnaire showed that the indicators of student social implications had the highest percentage (72.3-77.4), and pleasure in learning physics had the lowest percentage (64.8-66.1). The relationship of understanding of concept with te attitude of the student using product moment correlation with a 5% significance three level for high school category show a moderate show a medium correlation and weak correlation with a positive relation of meaning that if the student’s attitude rose then the understanding of the concept of student will also rise or increase as well as otherwise. For students' attitudes, who found that the students' social implication indicators had a higher percentage and the pleasure in learning physics had a lower percentage. Regarding the relationship between attitudes and understanding of students' concepts, there is a moderate correlation, which means that students' attitudes also influenced students' understanding

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“…Pemahaman konseptual siswa adalah pikiran yang dapat mengintegrasikan pengetahuan baru ke dalam pemahamannya yang sudah ada [5]. Pemahaman konsep juga merupakan prasyarat untuk memahami konsep selanjutnya [6]. Hal senada juga disampaikan oleh Guswina bahwa pemahaman konsep merupakan dasar untuk memecahkan masalah bagi siswa dalam pembelajaran [7].…”

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“…Dengan demikian, informasi yang diperoleh guru setelah melakukan penilaian dengan instrumen yang ada hanya sebatas jawaban benar atau salah. Sedangkan menurut ahli bahwa pilihan ganda bertingkat lima memberikan informasi tentang pemahaman konsep siswa seperti sumber konsep yang didapatkan siswa, jawaban atau kesimpulan sendiri yang dimiliki oleh siswa dan juga penyebab timbulnya miskonsepsi [6], [9], [11]. Berdasarkan hasil wawancara, guru membutuhkan informasi lebih dalam menilai pemahaman konsep siswa berupa tingkat pemahamannya, pemahaman konsep yang dimiliki siswa dan juga sumber konsep yang diperoleh siswa.…”

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Analisis Penggunaan Instrument Penilaian Pemahaman Konsep dan Literasi Sains di SMA Kabupaten Solok

Dirman

Mufit²

2022

J. Penel. Pemb. Fis.

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The purpose of 21-st century learning is to create students who have scientific literacy skills and conceptual understanding. One of the efforts that can be done is the use of appropriate forms of assessment instruments. The purpose of this study was to obtain a profile of the use of concept assessment instruments and scientific literacy used by physics teachers at SMA Solok Regency. This research was survey research. The respondents of this research were five senior high school physics teachers teaching in five senior high schools in Solok Regency. The data were collected using interviews and document analysis. The results showed that teachers only knew several forms of concept understanding assessment instruments. Thus, teachers have limited information in assessing students’ conceptual understanding. In addition, teachers have not been maximal in implementing scientific literacy competence in the use of assessment instruments.Keywords: Instruments, Scientific Literacy, Concept Understanding.

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Disain dan Validitas Multimedia Interaktif Berbasis Konflik Kognitif pada Materi Vektor untuk Kelas X SMA/MA

Cited by 11 publications

References 3 publications

Design of Cognitive Conflict-Based Teaching Materials Integrating Real Experiment Video Analysis on Momentum and Impulse Materials to Improve Students' Concept Understanding

Design of Cognitive Conflict-Based Teaching Materials Integrating Real Experiment Video Analysis on Momentum and Impulse Materials to Improve Students' Concept Understanding

Analysis of Concepts Understanding and Students' Attitudes Towards Learning Physics in Parabolic Motion at Sman Kota Pariaman

Analisis Penggunaan Instrument Penilaian Pemahaman Konsep dan Literasi Sains di SMA Kabupaten Solok

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