Profil Miskonsepsi Siswa Kelas X Smkn 4 Mataram pada Materi Pokok Suhu, Kalor, dan Perpindahan Kalor

Abstract

Abstract-This research aimed to describe the students misconception profile for grade X SMKN 4 Mataram on the subject matter of Temperature, Heat, and Heat Transfer. This research is descriptive with case study design. The population in this research were all students of grade X SMK 4 Mataram which amounts to 424 people. The sampling technique used was purposive sampling, so that the sample in this research were all students of grade X SMK 4 Mataram except for class X of Office Administration 1 (X APK 1) and X of Office Administration 2 (X APK 2) which amounts to 333 people, because only both of this grade that do not get science subjects. Data were obtained from the test instrument identification shaped misconceptions reasoning multiple choice with an open reasoning and the analyzed using descriptive statistics which have previously been validated by one person subject teacher Science grade X and two person physical education lecturer. Based on this research, it was found that the students of grade X SMK 4 Mataram academic year 2014/2015 have misconceptions identified by the average percentage of misconceptions on the concept of temperatures by 11.53%, on the concept of heat by 16.44%, on the concept of expansion by 8.61%, and on the concept of heat transfer by 15.22%, so it can be concluded that the misconceptions experienced by the students of grade X SMK 4 Mataram in Akademic Year 2014/2015.

Pengaruh Model Problem Based Learning dengan Metode Eksperimen dan Diskusi Terhadap Hasil Belajar Fisika Ditinjau dari Sikap Ilmiah Siswa Kelas X MIPA SMA N 1 Mataram

“…Sains (IPA) juga kadang diartikan sebagai pengetahuan yang sistematis atau tersusun secara teratur berlaku umum dan berupa kumpulan data hasil observasi dan eksperimen [5]. Sains (IPA) ialah suatu cara mencari tahu tentang alam secara sitematis untuk menguasai pengetahuan, fakta-fakta, konsep-konsep, prinsip-prinsip, proses penemuan dan memiliki sikap ilmiah [6]. Dengan kata lain, IPA merupakan kombinasi dari unsur produk berupa pengetahuan dan proses [3].…”

Approach to Representation of CRI Integrated Mathematics and Verbal (R-MV) to Analyze Misconception of Momentum and Impuls Materials

“…The causes of students' misconceptions are the ability to receive lessons in multi-representation from the students themselves, which is still lacking, causing students to experience misconceptions, from the way the teacher teaches material that has not yet been multirepresentation involving mathematical representations, pictures, graphics and verbal, so that students do not understand the material well and experience it misconceptions, the level of student confidence from the answers that students have chosen can also lead to misconceptions (Nurulwati, 2014, Mursadam, 2017, Busyairi, 2020, Lestari, 2015. Based on table 5 above, it can be seen that the average level of students' misconceptions of class X Natural Sciences in PSHS Balung on the material of momentum and impulses through the mathematical representation approach is 32.78%.…”

Remediasi Miskonsepsi Peserta Didik Pada Materi Optik Dengan Teknik CRI Modifikasi Melalui Model Learning Cycle 5E

“…Guru sebaiknya perlu mengetahui prakonsepsi siswa sebelum memulai pembelajaran serta memberikan penekanan pada konsep yang benar untuk meminimalisasi terjadinya miskonsepsi pada siswa (Lestari, et al 2015 (Silung, et al 2016).…”

“…Berdasarkan penelitian oleh Lestari, et al (2015) terdapat miskonsepsi peseta didik kelas X SMKN 4 Mataram pada seluruh konsep kalor serta penelitian oleh Silung, et al (2016) CRI merupakan ukuran tingkat kepercayaan responden dalam menjawab soal yang diberikan (Hasan, et al 1999). Teknik ini menggunakan soal tes pilihan ganda disertai dengan indeks keyakinan dan alasan untuk setiap jawaban yang diberikan, berfungsi untuk mengidentifikasi peserta didik yang tahu konsep, miskonsepsi, dan tidak tahu konsep.…”