Strategi Konflik Kognitif sebagai Pembelajaran Remedial Materi Laju Reaksi untuk Mereduksi Miskonsepsi Siswa Kelas XI MIPA SMAN 2 Blitar

Abstract

The aim of this study was to describe the implementation, learning activities of students, known profile of students' misconceptions before and after the remedial learning of cognitive conflict strategies on the subtopic factors that impact to the reaction rate, and also the shift in misconceptions that occur. The research method was a pre-experimental quantitative type with the One Group Pretest-Posttest Design model. The instruments used were in the form of implementation observation sheets, student learning activities, three tier diagnostic tests. The research subjects were 11 students who experienced misconceptions in class XI MIPA 2 SMAN 2 (High School) Blitar. The outcome of the analysis showed that the implementation strategies of remedial learning were 97.59% and 98.07% at the first and second meetings, which showed a very good category. Student learning activity at 100% at the first and second meetings showed a very good category. The profile of students' misconceptions before learning was 61.36%, after learning the percentage was 12.87%. The difference in the percentage before and after as much as 48.48% indicates that there is a shift in misconceptions correction after remedial learning cognitive conflict strategies. In addition, the shift is evidenced by the paired t test which produces a significance value of 0. In summary, learning remedial cognitive conflict strategies can reduce misconceptions in sub-topic reaction rate factors that impact to the reaction rate.

Efektifitas Pembelajaran Remedial dalam Pembelajaran Matematika

“…Hikmasari et al, (2018);Nurmartarina & Novita, (2021) mengatakan bahwa ada perbedaaan rata-rata hasil belajar siswa dalam pembelajaran dengan menggunakan pembelajaran remedial Menurut Hafid…”

Analisis Model Mental Peserta Didik SMA dalam Memahami Konsep Laju Reaksi

“…(Titari & Nasrudin, 2017) mengemukakan peserta didik mengalami miskonsepsi pada aspek luas permukaan dengan mengatakan laju reaksi semakin cepat jika luas permukaan kecil. Selanjutnya (Nurmartarina & Novita, 2021) mencatat peserta didik mengalami miskonsepsi terjadi pada sub materi aspek-aspek yang mempengaruhi laju reaksi dengan ratarata persentase 29,9 %. Tuntutan pembelajaran terkait penguasaan ketiga level membentuk suatu irisan interkoneksi sebagai model mental kimia.…”