REMEDIASI MISKONSEPSI MENGGUNAKAN MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBANTUAN ANIMASI FLASH PADA PERPINDAHAN KALOR SMA
DOI:
https://doi.org/10.26418/jppk.v5i12.17814Abstract
Abstrak: Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan model pembelajaran inkuri terbimbing berbantuan animasi flash dalam meremediasi miskonsepsi siswa pada materi perpindahan kalor di kelas X SMA Negeri 1 Sungai Raya. Bentuk penelitian ini yaitu pre experimental design dengan rancangan one group pretest-posttest design. Sampel penelitian ini yaitu siswa kelas XI IPA 5 berjumlah 40 siswa yang dipilih secara random sampling dengan teknik intact group. Alat pengumpul data berupa 7 soal dalam bentuk multiple choice dengan reasoning terbuka. Rata-rata persentase jumlah miskonsepsi siswa sebelum remediasi sebesar 83,33% dan sesudah remediasi sebesar 41,11%. Berdasarkan uji McNemar, besar perubahan konsepsi siswa diperoleh χ2hitung (11,36) ˃ χ2tabel (3,841) untuk dk = 1 dan α = 5%, maka terjadi perubahan konsepsi siswa yang signifikan setelah diberikan remediasi. Nilai Cohen"™s d effect size yang diperoleh sebesar 1,76 tergolong tinggi, maka model pembelajaran inkuiri terbimbing berbantuan animasi flash efektif dalam meremediasi miskonsepsi siswa.
Kata Kunci: Remediasi, Miskonsepsi, Inkuiri Terbimbing, Animasi Flash, Perpindahan Kalor
Abstrack: The aim of this research is to investigate the effectiveness of the guided inquiry learning model using assisted by flash animation in remedied students"™ misconceptions about heat transfer subject of class X in SMA Negeri 1 Sungai Raya. The form of this research is pre-experimental by one-group pretest-post test design. The sample of this research is 40 students in XI IPA 5 class which are chosen by random sampling in technic of intact group. The tool for collecting the data is 7 questions in form of multiple choice with the opened reasioning. The mean percentage of students misconceptions before remediation by 83.33% and amounted to 41.11% after remediation. Based on McNemar test, the change of students"™ conseptions was obtained χ2hitung (11,36) ˃ χ2tabel (3,841) for dk = 1 and α = 5%, then there is a significant change in the students conceptions after they were given remediation. The Cohen's d effect size value is 1.76 and categorized as high, then guided inquiry learning model assisted by flash animation effective in remedied students"™ misconceptions.
Keywords: Remediation, Misconception, Guided Inquiry, Flash Animations, Heat Transfer
