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

Abstract

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.

Identification of Misconceptions of Human Sensory Matter Using the Certainty of Response Index (Cri) Method

“…Conversely, if the number 5 on the CRI value indicates high confidence by students in answering the questions asked (there is no element of guesswork in answering). According to Yolanda (2021) This CRI asks students to assess themselves the certainty that students have in choosing rules, principles, and laws that have been ingrained in their minds so that students can determine the answer to a question.…”

“…If students have the wrong answer and a low CRI value (0-2), it indicates that students do not understand the concept of correct knowledge (TPK). If the answer is wrong but the learner has a high CRI value (3-5), then it can be ascertained that the learner has a misconception (M) (Yolanda, 2021).…”

E-Modul Interaktif Materi Kalor untuk Meningkatkan Hasil Belajar Siswa Sekolah Menengah Pertama

“…Materi kalor merupakan salah satu materi yang dianggap sulit untuk dipelajari (Ma'rifah, 2016;Risqa et al, 2021;Sa'diah et al, 2022: Sumarli et al, 2022. Selain itu pada pembelajaran materi kalor ditemukan terjadi miskonsepsi pada siswa (Yolanda, 2021). Salah satu faktor penyebabnya adalah karakteristik materi dimana materi kalor mengandung konsep-konsep abstrak (Riskawati et al, 2020).…”