Upaya Meremediasi Konsep Fisika pada Materi Suhu dan Kalor

Sofianto, Eko Wahyu Nur; Irawati, Ratna Kartika

doi:10.21093/sajie.v2i2.2188

Cited by 5 publications

(5 citation statements)

References 3 publications

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“…This shows that misconceptions are still a problem in science learning. As in the research conducted by (Sofianto & Irawati, 2020), it was also found that students had misconceptions about temperature and heat. Therefore, teaching science to students can be done with meaningful learning.…”

Section: Resultsmentioning

confidence: 77%

Identification of Misconceptions in Science Learning During the Covid-19 Pandemic Using the CRI (Certainty of Response Index) Method for Primary school Students

Dewi

Wulandari

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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This research aims to identify the science misconceptions of elementary school students using CRI (Certainty of Response Index), as well as to describe the factors of students' misconceptions at Primary school Muhammadiyah 8 Tulangan. This research uses the descriptive qualitative method. The subjects used in this study were class V, totaling 26 students. Data collection techniques using the test, interviews, and documentation. Based on the results obtained from the research as a whole, the highest misconception is about the concept of the effect of temperature on changes in the shape of objects by 44.70%, the concept of temperature and heat by 39.42%, and the lowest misconception is about the concept of object properties by 32.04%. From the results of research using the CRI (Certainty of Response Index) method, several factors cause misconceptions, namely from the students themselves who come from the initial concept and students wrong intuition, then misconceptions from the teacher, as well as incomplete book explanations. So it can be concluded that science learning during the covid-19 pandemic caused misconceptions for students of Primary school Muhammadiyah 8 Tulangan

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Section: Resultsmentioning

confidence: 77%

Identification of Misconceptions in Science Learning During the Covid-19 Pandemic Using the CRI (Certainty of Response Index) Method for Primary school Students

Dewi

Wulandari

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Research conducted by Rahmawati & Bakhtiar (2019) regarding science learning based on the integration of Science on the Subject of the Creation of the Universe and the Solar System, the results of this research reveals that learning science on the material of the creation of the universe and the solar system is related to Islamic studies where this related to akhlak values to Allah SWT (Rahmawati & Bakhtiar, 2019). The subject of discussion regarding temperature has also been carried out by research, which states that the subject of temperature is related to the akhlak values listed in the Al-Quran (Sofianto & Irawati, 2020). Therefore, considering the results of previous research, it is essential to explore how science learning can be used to internalize akhlak values so that the religious character of students can also be formed.…”

Section: Introductionmentioning

confidence: 81%

Analysis of Akhlak Values in Science Textbooks for Madrasah Aliyah

Nurlela

2022

QLMN

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Integrating akhlak values with all subjects at all levels of education is one of the keys to forming students with a religious character. So that science and religion are no longer separated. Including at the Madrasah Aliyah (MA) education level, Islamic-based schools, but in reality, it is still difficult not to separate science and religion, especially in science subjects. Therefore, this study aims to analyze religious values, especially in the akhlak aspect in science textbooks for 10th grade Madrasah Aliyah (MA), and how students internalize these religious values. This research uses a qualitative descriptive approach, specifically content analysis. The results of this study indicate that the learning materials in science textbooks for 10th at Madrasah Aliyah (MA) contain akhlak values, including akhlak to Allah SWT, akhlak to fellow human beings, and akhlak to the environment. The media used to internalize akhlak values in science learning is manufacturing printed and electronic teaching materials so students can easily access and understand them.

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“…Dalam penelitian ini ditemukan adanya miskonsepi pada sub topik Asaz Black yang cukup besar yakni sebanyak 46 (56,10%) mahasiswa. Azas Black merupakan salah satu bahasan yang sering membuat siswa mengalami miskonsepsi (Nurhasanah, Silitonga, & Oktavianty, 2016;Sofianto & Irawati, 2020;Utari & Liliawati, 2019;Wulandari, Prihandono, & Maryani, 2018). Miskonsepsi yang terjadi pada mahasiswa adalah ketika mereka dihadapkan dengan persoalan pencampuran kedua benda yang mana dalam pencapaian kesetimbangan termal terjadi perubahan wujud.…”

Section: Azas Balckunclassified

Analisis Miskonsepsi Topik Suhu dan Kalor Mahasiswa Pendidikan Fisika Universitas Negeri Malang

Taqwa

Suyudi

Sulur

2020

Bri

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Penelitian ini bertujuan untuk mengidentifikasi miskonsepsi mahasiswa pada topik suhu dan kalor. Penelitian ini merupakan penelitian deskriptif kuantitatif yang dilakukan pada 82 mahasiswa S1 Pendidikan Fisika yang sedang menempuh mata kuliah Fisika Dasar I. Identifikasi miskonsepsi dilakukan dengan memberikan 10 soal two tier. Hasil penelitian menunjukkan bahwa mahasiswa mengalami miskonsepsi pada seluruh sub topik yakni, kesetimbangan termal, pengaruh kalor terhadap perubahan suhu, pengaruh kalor terhadap perubahan wujud zat, perpindahan kalor, pemuaian, dan Azas Black. Miskonsepsi dalam kategori sedang dengan rata-rata miskonsepsi 51,22% mahasiswa. PENDAHULUANFisika merupakan salah satu disiplin ilmu yang menjelaskan gejala alam. Dalam belajar Fisika, siswa diharapkan mampu memahami konsep fisika untuk menjelaskan bermacam fenomena fisis dan memecahkan persoalan yang ada. Salah satu pokok bahasan fisika yang memiliki banyak aplikasi dalam kehidupan seharihari adalah suhu dan kalor. Selain itu, topik suhu dan kalor memiliki peranan besar terhadap perkembangan sains dan teknologi (Kulkarni & Tambade, 2013). Oleh karena itu, suhu dan kalor merupakan salah satu topik penting yang harus dipahami oleh siswa.Berdasarkan data temuan di lapangan siswa justru mengalami kendala dalam menjelaskan bermacam fenomena fisis dan memecahkan permasalahan dalam Fisika. Hal tersebut terjadi karena siswa banyak mengalami kesulitan dalam memahami konsep Fisika secara koheren (Aritonang, 2008;Wijayanti, Mosik, & Hindarto, 2010). Banyak hal yang menyebabkan siswa mengalami kesulitan dalam memahami Fisika. Salah satu kesulitan tersebut karena siswa cenderung menganggap bahwa Fisika mengandung unsur matematis yang rumit (Samudra, Suastra, & Suma, 2014).Secara umum konsep-konsep Fisika cenderung bersifat abstrak. Kondisi tersebut juga menyebabkan Fisika cenderung sulit untuk dipahami dengan baik oleh siswa karena konsep abstrak memiliki tingkat kesulitan lebih tinggi untuk dipahami Tersedia Online di http://www.jurnal.unublitar.ac.id/ index.php/briliant

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Upaya Meremediasi Konsep Fisika pada Materi Suhu dan Kalor

Cited by 5 publications

References 3 publications

Identification of Misconceptions in Science Learning During the Covid-19 Pandemic Using the CRI (Certainty of Response Index) Method for Primary school Students

Identification of Misconceptions in Science Learning During the Covid-19 Pandemic Using the CRI (Certainty of Response Index) Method for Primary school Students

Analysis of Akhlak Values in Science Textbooks for Madrasah Aliyah

Analisis Miskonsepsi Topik Suhu dan Kalor Mahasiswa Pendidikan Fisika Universitas Negeri Malang

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