INTEGRASI REMEDIASI MISKONSEPSI DALAM PEMBELAJARAN MODEL PROBLEM SOLVING MATERI SUHU DAN KALOR DI MAN
DOI:
https://doi.org/10.26418/jppk.v5i11.17414Abstract
Abstrak: Penelitian ini bertujuan untuk mengetahui apakah remediasi miskonsepsi yang terintegrasi dalam pembelajaran model problem solving efektif menurunkan jumlah miskonsepsi peserta didik materi suhu dan kalor kelas X IPA MAN 1 Pontianak. Penelitian ini berupa ekperimen semu rancangan Nonequivalent Control Group Design. Sampel penelitian ini 33 peserta didik kelas X IPA 3 (kelas eksperimen) dan 33 peserta didik kelas X IPA 1 (kelas kontrol) dipilih dengan teknik intact group. Hasil penelitian berdasarkan uji U Mann-Whitney diperoleh Zhitung < -Ztabel (-5,78 < -1,96) maka Ho ditolak. Hal ini menunjukkan bahwa terdapat perbedaan penurunan jumlah miskonsepsi peserta didik yang signifikan (α = 5%) antara kelas eksperimen dan kelas kontrol. Besar efektivitas penerapan remediasi miskonsepsi yang terintegrasi dalam pembelajaran terhadap penurunan jumlah miskonsepsi peserta didik tergolong tinggi (d = 1,46). Dengan demikian, penggunaan remediasi yang terintegrasi dalam pembelajaran efektif menurunkan jumlah miskonsepsi peserta didik materi suhu dan kalor.
Kata Kunci: Integrasi Remediasi Miskonsepsi, Problem Solving
Abstract: The purpose of this Quasi-Experimental Research Design with Nonequivalent Control Group Design was used to determine remediation that integrated in the learning is effective to reduce the number of students"™ misconception about temperature and heat material in senior high school. This study involved 33 students of class X IPA 3 (experimental group) and 33 students of class X IPA 1 (control group) as the sample which had been chosen by intact group. The results based on the U Mann-Whitney test was obtained Zscore < -Ztable (-5.78 < -1.96), so Ho is rejected. This showed that there are differences significant decreasement the number of students"™ misconception (α = 5%) between the experimental group and control group. The effect size implementation of the remediation that integrated in the learning to decreased the number of students"™ misconception is high (d = 1.46). Thus, the use of integrated remediation in learning is effective to reduce the number of students"™ misconception in the temperature and heat material.
Keywords: Integration Remediation Misconception, Problem Solving
