Perubahan Penguasaan Konsep Mekanika Newtonan Melalui Pembelajaran Collaborative Inquiry (CI) Berbasis Diagram Interaksi

Abu Zainuddin, Sentot Kusairi, Siti Zulaikah

Abstract


Penelitian bertujuan mengungkap perubahan penguasaan konsep Mekanika Newtonan mahasiswa yang menempuh Mata kuliah Fisika Sekolah di Universitas Negeri Surabaya setelah pembelajaran Collaborative Inquiry berbasis diagram diagram interaksi. Peningkatan penguasaan konsep diukur dengan 20 butir soal pilihan ganda beralasan. Berdasarkan hasil uji t-berpasangan diperoleh t = -11.6 dengan sig. = 0.00 yang menunjukkan bahwa skor pretest dan postest berbeda secara signifikan. Peningkatan tersebut dalam kategori sedang, diindikasikan dengan N-gain 0.38. Perbedaan skor dengan kategori kuat diindikasikan oleh effect size 2,17. Selain itu, peningkatan penguasaan konsep diindikasi dari bertambahnya jumlah mahasiswa yang memberikan alasan benar dalam menjawab soal terutama dalam memahami konsep gaya.

Keywords


Penguasaan konsep; collaborative inquiry; diagram interaksi

References


Angin, S. L., Sutopo, & Parno. 2017. Pemahaman Mahasiswa tentang Multi Representasi Konsep Percepatan. Jurnal Riset dan Kajian Pendidikan Fisika, 4(2), 48-53.

Atasoy, B. 2009. The Effect of a Conceptual Change Approach on Understanding of Sudennts’ Chemical EquilibriumConcept. Journal Research and Science & Technologycal Education. 27: 267—282.

Aufschnaiter, C. & Rogge C. 2010. Misconceptions or Missing Conception?. Eurasian Journal of Mathematics, Science,&Technology Education. 6 (1): 3—18.

Arends, I. 2012. Learning to Teach Ninth Edition. New York: The McGraw-Hill Companies, Inc.

Baser, M. 2006. Fostering Conceptual Change By Cognitive Conflict Based Instrustion On Students’ Understanding of Heat And Temperature Concepts. Eurasia Journal of Mathematics, Science, and Technology Education, 2 (2): 96-114.

Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. 2010. Collaborative Inquiry Learning: Models, tool, and challenges. International Journal of Science Education, 32(3), 349-377.

Brown, D.E. 1989. Students' concept of force: the importance of understanding Newton's third law. Physics Education, 24: 353- 358.

Clement, J. 1982. Student’ Preconceptions in Introductory Mechanics. American Journal of Physics, 50(1): 66-71.

Cohen, dkk.2007 . Research Methods in Education Sixth Edition. Newyork, Taylor & Francis e-Library.

Creswell, J.W. 2012. Educational Research. Boston: Pearson.

Crook, C. 1991. Computers in the zone of proximal development: Implications for evaluation. Computers & Education, 17, 81–91.

DeVellis, R.F. 2003. Scale development: Theory and applications (2nd ed.). California: Sage.

Dewey, J. 1910. Science as subject matter and as method. Science, 31, 121–127.

Dewey, J. 1938. Logic: The theory of inquiry. New York: Holt, Rinehart and Winston.

Dillenbourg, P. 1999. What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 1–19). Oxford: Elsevier.

Docktor, J. L. & Mestre, J. P. 2014. Synthesis of discipline-based education research in physics. Physical Review Special Topik – Physics Education Research, 10, 020119.

Donohoo, J. 2011. Collaborative Inquiry: A Facilitator’s Guide. London: MISA.

Duit, R., & Treagust, D. 1998. Learning in science: From behaviourisms towards social constructivism and beyond. In B. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 3–25). Dordrecht: Kluwer.

Flores, S., Kanim, S.E., & Kautz, C.H. 2004. Student Use of Vector in Introductory Mechanics. American Journal of Physics, 72 (4): 460-468.

Gilbert, J.K., & Watts, D.M. 1983. Concepts, Misconceptions, and Alternative Conceptions: Changing Persepctives in Science Edication. Stud. Sci. Educ., 10: 61.

Hair, J. F., Black, W. C., Babin, B. J., & Anderson R.E.. 2010. Multivariate Data Analysis Seventh Edition. Upper Saddle River , New Jersey: Prentice Hall.

Hake, R. R. 1998. Interactive-engagement versus traditional methods: A six-thousand-student.

Halloun, I. A., Hestenes, D. 1985. The initial knowledge state of college physics students. American Journal of Physics, 53(11): 1043-1055.

Hellingman, C. 1989. Do force have twin brothers?. Physics Education, 24: 36-40.

Hestenes, D. & Wells, M. 1992. A mechanics baseline test. The Physics Teacher, 30 (3):159–166.

Heuvelen, A. V. & Zou, X. 2001. Multiple Representation of Work Energy Processes. Physical Review Special Topics-Physics Education Research, 69(2): 184-194.

Jimenez, J. V., & Perales, F. J. P. 2001. Graphic representational of force on secondary education: alaysis and alternative educational proposals. Physics Education, 36: 227-235.

Knight, R.D. 1995. The Vector Knowledge of Beginning Physics Student. Physics Teacher, 33: 74-78.

Mildenhall, P.T., & Williams, J.S. 2001. Instanbility in Student’ Use of Intuitive and Newtonian Models to Predict Motions: The Critical Effect of The Parameter Involved. International Journal of Science Education, 23: 643.

Morgan, G. A., Leech., N. L., Gloeckner, G. W., & Barrett, K. C. 2011. IBM SPSS for Introductory Statistic. New York: Taylor and Francis Group.

Nguyen, N.L., & Meltzer, D.E. 2003. Initial Understanding of Vector Concept Among Student in Introductory Physics Courses. American Journal of Physics, 71(6): 630-638.

Nunnally J. C. 1978. Psychometric theory. New York: McGraw Hil.

Ortiz, L.G., Heron, P.R.L., Shaffer, P.S, & McDermott L.C. 2001. Identifying Student Reasoning Difficulties With The Mathematical in Formalism Rotational Mechanics. AAPT Announcer, 31(4): 103.

Palmer, D.H. 1997. The Effect of Context on Student’ Reasoning About Forces. International Journal of Science Education, 19(6): 681.

Pilkington, R. M. 2004. Developing discussion for learning (Guest Editorial). Journal of Computer Assisted Learning, 20, Special Issue, 161–164.

Pilkington, R. M., & Walker, S. A. 2003. Facilitating debate in networked learning: Reflecting on online synchronous discussion in higher education. Instructional Science, 31(1&2), 41–63.

Reif, F., Allen, S. 1992. Cognition for Interpreting Scientific Concepts: A Study of Acceleration. Cognition and Instruction, 9(1): 1-44.

Robinson, J. P. Shaver, P. R.& Wrightsman, L. S. 1991. Measures of Personality and Social Psychological Attitudes. San Diego: Academic Press.

Savinainen, A., Makynen, A., Nieminen, P., & Viiri, J. 2013. Does using a visual-representation tool foster students’ ability to identify forces and construct free-body diagrams?. Physical Review Special Topics-Physics Education Research. 9(1):1-11.

Shaffer, P. S., and McDermott, L. C. 2005. A research-based approach to improving student understanding of the vector nature of kinematical concepts. American Journal of Physics, 73(10): 921-931.

Sugiyono. 2014. Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R&D. Bandung: Alfabeta.

Sutopo. 2012. Pembelajaran Kinematika Berbasis Diagram Gerak: Cara Baru dalam Pembelajaran Kinematika. Universitas Negeri Yogyakarta: Prosiding Seminar Nasional Penelitian Pendidikan dan Penerapan MIPA.

Sutopo. 2016. Students’ understanding of fundamental concept of mechanics wave. Jurnal Pendidikan Fisika Indonesia, 12(1): 41-53.

Taqwa, M. R. A. 2017. Profil pemahaman konsep mahasiswa dalam menentukan arah resultan gaya. Prosiding seminar nasional pendidikan sains PPs, Universitas Negeri Surabaya.

Taqwa, M. R. A., & Faizah, R. 2016. Identifikasi kesulitan mahasiswa dalam penguasaan konsep kinematika. Prosiding seminar nasional pendidikan fisika, Universitas Negeri Semarang.

Taqwa, M. R. A., & Putra, G. S. 2017. Kajian efektifitas penggunaan model POE berintergrasi PhET pada topik kelistrikan. Prosiding seminar nasional pendidikan “NANODIK”, Universitas Muhammaddiyah Gresik.

Taqwa, M. R. A., Hidayat, A., & Sutopo. 2017a. Recitation Program Based on Multi Representation Needed to Increasing The Kinematics Conceptual Understanding. The 2nd International Seminar on Science Education, Graduate School-Yogyakarta State University.

Taqwa, M. R. A., Hidayat, A., & Sutopo. 2017b. Konsistensi Pemahaman Konsep Kecepatan dalam Berbagai Format Representasi. Jurnal Riset dan Kajian Pendidikan Fisika, 4(1), 31-39.

Yusuf, A. M. 2014. Metode penelitian kuantitatif, kualitatif, dan penelitian gabungan. Jakarta: Prenamedia Grup.




DOI: http://dx.doi.org/10.28926/briliant.v5i1.443

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Briliant: Jurnal Riset dan Konseptual

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

Published by:

Lembaga Penelitian dan Pengabdian Masyarakat

Universitas Nahdlatul Ulama Blitar