PERUBAHAN KONSEPSI IPA SISWA KELAS IV SDN KAPASARI I SURABAYA MELALUI MODIFIKASI MODEL PEMEROLEHAN KONSEP (CONCEPT ATTAINMENT MODEL)
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Jan 31, 2021
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Penelitian ini bertujuan untuk mendeskripsikan profil konsepsi IPA siswa kelas IV SDN Kapasari I Surabaya sebelum dan setelah dilakukan pembelajaran menggunakan modifikasi model pemerolehan konsep (Concept Attainment Model). Subjek yang terlibat dalam penelitian ini adalah siswa kelas IV SDN Kapasari I Surabaya yang berjumlah 27 siswa dengan desain penelitian one grup pretest-posttest. Instumen yang digunakan adalah Three Tiers Instrument. Analisis data menggunakan deskriptif kualitatif dengan hasil terlaksananya modifikasi model pemerolehan konsep (Concept Attainment Model) dengan baik, dan terjadi perubahan penguasaan konsep siswa. Hasil pretest dan posttest siswa digunakan untuk mengetahui adanya perubahan profil konsepsi siswa sebelum dan sesudah perlakuan. Peningkatan ini dapat diketahui melalui analisis N-Gain (normalized gain). Peningkatan penguasaan konsep siswa kelas IV SDN Kapasari I Surabaya dengan menggunakan modifikasi model pemerolehan konsep pada saat pretest dan posttest adalah 0,93 atau meningkat sebesar 93%. Kesimpulan penelitian ini pembelajaran dengan menggunakan modifikasi model pemerolehan konsep (Concept Attainment Model) dapat meningkatkan pemahaman konsep IPA siswa kelas IV SDN Kapasari I Surabaya.
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M. ., M. Ibrahim, and U. Aziza, “PERUBAHAN KONSEPSI IPA SISWA KELAS IV SDN KAPASARI I SURABAYA MELALUI MODIFIKASI MODEL PEMEROLEHAN KONSEP (CONCEPT ATTAINMENT MODEL)”, JURNAL EDUCATION AND DEVELOPMENT, vol. 9, no. 1, p. 341, Jan. 2021.
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References
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Arends, R. I. (2013). Learning to teach, Belajar untuk Mengajar. Edisi kesembilan. Yogyakarta: Pustaka Pelajar.
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Canada, C.F., et.al. (2017). Change in Elementary School Students’ Misconceptions on Material Systems after a Theoretical-Practical Instruction. International Electronic Journal of Elementary Education, 9(3), 499-510.
Chiappetta, Eugene L., Thomas R. Koballa Jr.. (2010). "Science Instruction in the Middle and Secondary Schools." Education, College of- Faculty Publications, Paper 6. source: http://www.amazon.com/Science-Instruction-Middle-Secondary-Schools/dp/0133783766 isbn: 9780133783766.
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Dindar, A. C & Geban, O. (2011). Development of a Three-tier Test to Asses High School Students’ Understanding of Acid and Bases. Procedia Social and Behavior Sciences 15: 600-604.
Eggen, Paul., Don Kauchak. (2012). Strategi dan Model Pembelajaran: Mangajarkan Konten dan Keterampilan Berpikir. Jakarta: Indeks.
Eka, Karma Iswasta. (2014). Miskonsepsi Dalam Pelajaran IPA Di Sekolah Dasar. Yogyakarta: CV Budi Utama.
Grondlund, N., E. (1981). Constructing Achievment Test. Third Edition. Englewood Cliff: Princetice-Hall.
Haki, P. & Ali, E. (2010). Pengembangan Tiga Tes berjenjang untuk Menilai Kesalahpahaman Tentang Sirkuit Listrik Sederhana. The Journal of Education Research. Hal 208-222.
Hughes, Jacqueline. (2009). An Instructional Model for Preparing Teachers for Fieldwork. International Journal of Teaching and Learning in Higher Education. ISSN 1812-9129, Volume 21, Number 2, pp: 252-257.
Ibrahim, M. (2018). Perubahan Konsepsi IPA Melalui Modifikasi Model Pemerolehan Konsep. Sidoarjo: Zifatama Jawara.
Ibrahim, M. (2012). Seri Pembelajaran Inovatif Konsep, Miskonsepsi, dan Cara Pembelajarannya. Surabaya: Unesa University Press.
Ibrahim, M. (2002). Dasar-dasar Proses Belajar Mengajar. Surabaya: Unesa University Press.
Kalani, Aarti. 2009. A Study Of The Effectiveness Of Model Concept Attainment Over Conventional Teaching Method For Teaching Science In Relation To Acievement And Retention. International Research Journal. Vol. 2, Issue-5.
Kaplan, A., Ozturk, M., & Ocal M.F. (2015). Relieving of misconceptions of derivate concept with derive. International Journal of Research in Education and Science (IJRES), I(1), 64-74.
Kumar, A. & Mathur, M. (2013). Effect of Concept Attainment Model on Acquisition of Physics Concepts. Universal Journal of Educational Research. ISSN:2332-3205, Volume 1, Number 3, p:165-169.
Longfield, J. 2009. Discrepant Teaching Events: Using an Inquiry Stance to Address Students’ Misconceptions. International Journal of Teaching and Learning in Higher Education, 21 (2), 265-271.
Mayer, K. (2011). Addressing Students’ Misconceptions about Gases, Mass, and Composition. Journal of Chemical Education, 88(1), 111–115. doi:10.1021/ed1005085.
Pritchard, F.F. (1994). Teaching Thinking across the Curriculum with the Concept Attainment Model. Retrieved from http://files.eric.ed.gov/fulltext/ED379303.pdf.
Ratumanan, T. G. Dan Laurens, T. (2006). Evaluasi Hasil Belajar yang Relevan dengan Kurikulum Berbasis Kompetensi. Surabaya: PSMS Unesa University Press.
Ratumanan, T. G., dan Laurens, T. (2011). Penilaian Hasil Belajar Pada Tingkat Satuan Pendidikan. Surabaya: Unesa University Press.
Risdawati (2017). Pengaruh Model Pembelajaran Concept Attainment terhadap Aktivitas dan Hasil Belajar Biologi Siswa di Kelas XI IPA SMAN 11 Bulukumba. Jurnal Biotek Jurusan Pendidikan Biologi Faultas Tarbiyah dan Keguruan UIN Alauddin Makassar. P-ISSN: 2581-1827. E-ISSN: 2354-9106. Vol. 5, No. 2.
Sadia, I W., (2004). Efektivitas Model Konflik Kognitif dan Model Siklus Belajar untuk Memperbaiki Miskonsepsi Siswa dalam Pembelajaran Fisika. Jurnal Pendidikan dan Pengajaran IKIP Negeri Singaraja.No 3 TH. XXXVII. Juli 2004. Pp. 40-58.
Sa’diyah, H., Indrawati, dan Handayani, R.D. (2015). Model Pembelajaran Concept Attainment Disertai Metode Demonstrasi pada Pembelajaran IPA-Fisika di SMP. Jurnal Pembelajaran Fisika, Vol.4, No.3. hal 224-229.
Smolleck, L. & Hershberger, V. (2011). Playing with Science: An Investigation of Young Children’s Science Conceptions and Misconceptions. Current Issues in Education. ISSN 1099-839X, Volume 14 No.1.
Subayani, N.W. (2016). The Profile of Misconceptions among Science Subject Student-Teachers in Primary Schools. International Journal of Education & Literacy Studies. ISSN:2202-9478, Vol.4, No.2. DOI:10.7575/aiac.ijels.v.4n.2p.54.
Sugiyono. (2008). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Sundayana, Rostiana. (2014). Statistika Penelitian Pendidikan. Bandung: Alfabeta.
Suparno, Paul. (2005). Miskonsepsi & Perubahan Konsep dalam Pendidikan Fisika. Jakarta: PT Grasindo.
Suttrisno, Riyanto, Y., & Subroto, W. T. (2020). Pengaruh Model Value Clarification Technique (Vct) Berbasis Kearifan Lokal Terhadap Motivasi Belajar Dan Hasil Belajar Siswa. NATURALISTIC : Jurnal Kajian Penelitian Pendidikan Dan Pembelajaran, 5(1), 718-729. Retrieved from https://journal.umtas.ac.id/index.php/naturalistic/article/view/836
Thiagaradjan, S. D. S, Semmel & M. I, Semmel. (1974). Instructional Development for Teacher Center of Expectional Children. Minepolish: Indiana University.
Urey, M. (2018). Defining the relationship between the perceptions and the misconceptions about photosynthesis topic of the preservice science teachers. European Journal of Educational Research, 7(4), 813-826.doi: 10.12973/eu-jer.7.4.813.
Vitharana, P.R.K.A. (2015). Student misconceptions about plant transport-a Sri Lankan example. European Journal of Science and Mathematics Education. Vol. 3, No. 3, p: 275-288.
Wisudawati, A.W. & Eka Sulistyowati. (2017). Metodologi Pembelajaran IPA. Cet.3. Jakarta: Bumi Aksara.
Arends, R. I. (2013). Learning to teach, Belajar untuk Mengajar. Edisi kesembilan. Yogyakarta: Pustaka Pelajar.
Aydeniz, M., Bilican, K., & Kirbulut, Z.D., (2017). Exploring Pre-Service Elementary Science Teacher’s Conceptual Understanding of Particulate Nature of Matter through Three-tier Diagnostic Test. International Journal of Education in Mathematics, Science and Technology. Volume 5, Number 3. DOI:10.18404/ijemst.296036.
Bala, Ritu. 2013. (2013). Measurement of Errors and Misconceptions: Interviews and Open-ended Test, Multiple Choice Tests, Two-tier Tests and Three-tier Test. Education India Journal: A Quartely refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 2, Issue-3, August 2013.
Campbell, Reece, dan Mitchell. (2002). Biologi: Edisi Kelima – Jilid I. Jakarta: Erlangga.
Canada, C.F., et.al. (2017). Change in Elementary School Students’ Misconceptions on Material Systems after a Theoretical-Practical Instruction. International Electronic Journal of Elementary Education, 9(3), 499-510.
Chiappetta, Eugene L., Thomas R. Koballa Jr.. (2010). "Science Instruction in the Middle and Secondary Schools." Education, College of- Faculty Publications, Paper 6. source: http://www.amazon.com/Science-Instruction-Middle-Secondary-Schools/dp/0133783766 isbn: 9780133783766.
Cullen, A.L., Cullen, C.J., & O’Hanlon, W.A. (2018). Effects of an intervention on children’s cnceptions of angel measurement. International Journal of Research in Eduacation and Science (IJRES), 4(1), 136-147.DOI:10.21890/ijres.382941.
Dindar, A. C & Geban, O. (2011). Development of a Three-tier Test to Asses High School Students’ Understanding of Acid and Bases. Procedia Social and Behavior Sciences 15: 600-604.
Eggen, Paul., Don Kauchak. (2012). Strategi dan Model Pembelajaran: Mangajarkan Konten dan Keterampilan Berpikir. Jakarta: Indeks.
Eka, Karma Iswasta. (2014). Miskonsepsi Dalam Pelajaran IPA Di Sekolah Dasar. Yogyakarta: CV Budi Utama.
Grondlund, N., E. (1981). Constructing Achievment Test. Third Edition. Englewood Cliff: Princetice-Hall.
Haki, P. & Ali, E. (2010). Pengembangan Tiga Tes berjenjang untuk Menilai Kesalahpahaman Tentang Sirkuit Listrik Sederhana. The Journal of Education Research. Hal 208-222.
Hughes, Jacqueline. (2009). An Instructional Model for Preparing Teachers for Fieldwork. International Journal of Teaching and Learning in Higher Education. ISSN 1812-9129, Volume 21, Number 2, pp: 252-257.
Ibrahim, M. (2018). Perubahan Konsepsi IPA Melalui Modifikasi Model Pemerolehan Konsep. Sidoarjo: Zifatama Jawara.
Ibrahim, M. (2012). Seri Pembelajaran Inovatif Konsep, Miskonsepsi, dan Cara Pembelajarannya. Surabaya: Unesa University Press.
Ibrahim, M. (2002). Dasar-dasar Proses Belajar Mengajar. Surabaya: Unesa University Press.
Kalani, Aarti. 2009. A Study Of The Effectiveness Of Model Concept Attainment Over Conventional Teaching Method For Teaching Science In Relation To Acievement And Retention. International Research Journal. Vol. 2, Issue-5.
Kaplan, A., Ozturk, M., & Ocal M.F. (2015). Relieving of misconceptions of derivate concept with derive. International Journal of Research in Education and Science (IJRES), I(1), 64-74.
Kumar, A. & Mathur, M. (2013). Effect of Concept Attainment Model on Acquisition of Physics Concepts. Universal Journal of Educational Research. ISSN:2332-3205, Volume 1, Number 3, p:165-169.
Longfield, J. 2009. Discrepant Teaching Events: Using an Inquiry Stance to Address Students’ Misconceptions. International Journal of Teaching and Learning in Higher Education, 21 (2), 265-271.
Mayer, K. (2011). Addressing Students’ Misconceptions about Gases, Mass, and Composition. Journal of Chemical Education, 88(1), 111–115. doi:10.1021/ed1005085.
Pritchard, F.F. (1994). Teaching Thinking across the Curriculum with the Concept Attainment Model. Retrieved from http://files.eric.ed.gov/fulltext/ED379303.pdf.
Ratumanan, T. G. Dan Laurens, T. (2006). Evaluasi Hasil Belajar yang Relevan dengan Kurikulum Berbasis Kompetensi. Surabaya: PSMS Unesa University Press.
Ratumanan, T. G., dan Laurens, T. (2011). Penilaian Hasil Belajar Pada Tingkat Satuan Pendidikan. Surabaya: Unesa University Press.
Risdawati (2017). Pengaruh Model Pembelajaran Concept Attainment terhadap Aktivitas dan Hasil Belajar Biologi Siswa di Kelas XI IPA SMAN 11 Bulukumba. Jurnal Biotek Jurusan Pendidikan Biologi Faultas Tarbiyah dan Keguruan UIN Alauddin Makassar. P-ISSN: 2581-1827. E-ISSN: 2354-9106. Vol. 5, No. 2.
Sadia, I W., (2004). Efektivitas Model Konflik Kognitif dan Model Siklus Belajar untuk Memperbaiki Miskonsepsi Siswa dalam Pembelajaran Fisika. Jurnal Pendidikan dan Pengajaran IKIP Negeri Singaraja.No 3 TH. XXXVII. Juli 2004. Pp. 40-58.
Sa’diyah, H., Indrawati, dan Handayani, R.D. (2015). Model Pembelajaran Concept Attainment Disertai Metode Demonstrasi pada Pembelajaran IPA-Fisika di SMP. Jurnal Pembelajaran Fisika, Vol.4, No.3. hal 224-229.
Smolleck, L. & Hershberger, V. (2011). Playing with Science: An Investigation of Young Children’s Science Conceptions and Misconceptions. Current Issues in Education. ISSN 1099-839X, Volume 14 No.1.
Subayani, N.W. (2016). The Profile of Misconceptions among Science Subject Student-Teachers in Primary Schools. International Journal of Education & Literacy Studies. ISSN:2202-9478, Vol.4, No.2. DOI:10.7575/aiac.ijels.v.4n.2p.54.
Sugiyono. (2008). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Sundayana, Rostiana. (2014). Statistika Penelitian Pendidikan. Bandung: Alfabeta.
Suparno, Paul. (2005). Miskonsepsi & Perubahan Konsep dalam Pendidikan Fisika. Jakarta: PT Grasindo.
Suttrisno, Riyanto, Y., & Subroto, W. T. (2020). Pengaruh Model Value Clarification Technique (Vct) Berbasis Kearifan Lokal Terhadap Motivasi Belajar Dan Hasil Belajar Siswa. NATURALISTIC : Jurnal Kajian Penelitian Pendidikan Dan Pembelajaran, 5(1), 718-729. Retrieved from https://journal.umtas.ac.id/index.php/naturalistic/article/view/836
Thiagaradjan, S. D. S, Semmel & M. I, Semmel. (1974). Instructional Development for Teacher Center of Expectional Children. Minepolish: Indiana University.
Urey, M. (2018). Defining the relationship between the perceptions and the misconceptions about photosynthesis topic of the preservice science teachers. European Journal of Educational Research, 7(4), 813-826.doi: 10.12973/eu-jer.7.4.813.
Vitharana, P.R.K.A. (2015). Student misconceptions about plant transport-a Sri Lankan example. European Journal of Science and Mathematics Education. Vol. 3, No. 3, p: 275-288.
Wisudawati, A.W. & Eka Sulistyowati. (2017). Metodologi Pembelajaran IPA. Cet.3. Jakarta: Bumi Aksara.