This study was conducted to assess the ability to apply an appropriate conceptof state function and its graphical and mathematical representation, including to draw, to translete and to interprete ...the P-V-T diagram for several thermal processesand thermal cycles. Pre-service physics teachers, respectively 42 students of academic year 2014/2015 and 49 students of academic year 2015/2016, were involved in this study. The findings showed as follows: first, students encountered most difficult in drawing PV, PT, and VTdiagram of adiabatic process; second, students who correctly answer PV diagram were greater than those who correctly answer PT and VT diagram; third, students prefer to understand thermal processes with its characteristics, such as isobaric with constant pressure, isothermal with constant temperature, and isochoric with constant volume. Lack of understanding in drawing the diagram of thermal process also causes lack of ability to draw thermal cycles. One of the promised solutionsto address theselearning difficulties is by implementing pre-class tutorial.
Student readiness for using computer-based assessment was affected by economic level, school grade, and device accessibility. This study analyzed student readiness using a computer-based assessment, ...the four-tier diagnostic test (CBFTDT). The data in this study were students' responses to a questionnaire consisting of 16 statements about three aspects: mental access, skill access, and usage. The questionnaire consists of 16 statements with three aspects: items, media, and effectivity. The questionnaire was proved valid by experts and its estimated reliability score was 0.99. This study proved that the Student is still not ready to use the computer-based assessment, with an average readiness of 60%. In addition, there is no effect of economic level, school grade, and device accessibility on the readiness for using the computer-based assessment. Hence, the treatment of all stockholders is needed to prepare students to use the computer-based assessment.
Abstract
The aims of this study to determine the increase in critical thinking skills and mastery of the concept after the application of abductive inquiry learning model at high school students. ...This research is motivated by the lack of mastery of concepts and critical thinking skills of the preliminary study in the same school. This study used a pre-experimental research design and one-group pretest-posttest design involving 33 students of class X in one high school in Bandung. Aspects of critical thinking skills measured is the interpretation, analysis, evaluation, inference, and explanatory, while the measured aspects of mastery of concepts is remain, understanding and analalisis. The results of analysis of pretest-posttest scores showed that abductive inquiry learning model can improve critical thinking skills with an average value of 0.47 with a normalized gain medium category. If considered each aspect, all aspects of critical thinking skills with moderate category, explanatory aspects showed the greatest increase is 0.68. Abductive inquiry learning model can also improve the mastery of concepts with an average value of 0.62 normalized gain. All aspects of the concept of mastery increases the medium category, the aspect of the analysis showed the greatest increase in the amount of 0.65 Keywords : abductive inquiry learning model, critical thinking skills, and mastery of the concept
Abstrak
Penelitian bertujuan untuk mengetahui peningkatan keterampilan berpikir kritis dan penguasaan konsep setelah penerapan model pembelajaran inkuiri abduktif pada siswa SMA. Penelitian ini dilatarbelakangi oleh rendahnya penguasaan konsep dan keterampilan berpikir kritis dari hasil studi pendahuluan di sekolah yang sama. Penelitian ini menggunakan pre eksperimen dan desain penelitian one-group pretest-posttest design yang melibatkan 33 siswa kelas X di salah satu SMA di kota Bandung. Aspek keterampilan berpikir kritis yang diukur adalah interpretasi, analisis, evaluasi, inferensi, dan eksplanasi, sedangkan aspek penguasaan konsep yang diukur adalah mengingat, pemahaman dan analalisis. Hasil analisis dari skor pretest-posttest didapatkan bahwa model pembelajaran inkuiri abduktif dapat meningkatkan keterampilan berpikir kritis dengan nilai rata-rata gain yang dinormalisasi 0,47 dengan kategori sedang. Jika ditinjau tiap aspek, semua aspek keterampilan berpikir kritis dengan kategori sedang, aspek eksplanasi menunjukan peningkatan paling besar yaitu 0,68. Model pembelajaran inkuiri abduktif juga dapat meningkatkan penguasaan konsep dengan nilai rata-rata gain yang dinormalisasi 0,62. Semua aspek penguasaan konsep meningkat dengan kategori sedang, aspek analisis menunjukan peningkatan yang paling besar yaitu sebesar 0,65. Kata Kunci : Model Pembelajaran Inkuiri Abduktif, Keterampilan Berpikir Krtis, Penguasaan Konsep
Mental models have an important role in the learning process because learning in general can be seen as mental modeling. The purpose of this study is to identify students' mental models and identify ...the relationship between mental models and prediction ability on the topic of convection heat transfer. The sample of this study was 15 on 12th-grade high school students, 8 male students and 7 female students. The students came from three different schools, namely from Tasikmalaya district, Ciamis district, and Banjar City. Sampling was done by purposive sampling with the characteristics of students who have studied heat and students who have high cognitive process abilities in their respective schools. Data collection was done by semi-structured interviews with the type of questions in the form of content and prediction. Data analysis is done by constant comparative method. The results of this study show that there are no students who have a scientific mental model. Five types of mental models were found, including unclear model, convection is a continuation of conduction, convection that does not change density, convection for evaporation, and model 3. In addition, the relationship between prediction and mental model was classified as complex. This is due to students who predict without using their mental models. Knowing the diverse mental models of students, educators become more knowledgeable about the level of representation of each student. So that educators can prepare appropriate learning strategies in order to construct students' mental models.
Analisis pemahaman konsep peserta didik pada topik perambatan kalor dengan menggunakan Rasch Model masih belum banyak dilakukan. Penelitian ini bertujuan untuk menganalisis pemahaman konsep peserta ...didik pada materi perambatan kalor dengan menggunakan pemodelan Rasch. Metode yang digunakan dalam penelitian ini yaitu ADDIE (Analysis, Design, Development, Implementation, Evaluation). Partisipan uji pemahaman konsep perambatan kalor berasal dari salah satu MAN di kabupaten Bandung, yang mengikuti sebanyak 18 peserta didik dengan rincian 10 siswa perempuan dan 8 siswa laki-laki, rentang umur peserta didik yaitu 15-16 tahun. Instrumen penelitian terdiri dari 15 soal perambatan kalor berbentuk pilihan ganda yang disebarkan melalui google form yang diisi secara online oleh peserta didik. Hasil penelitian menunjukan bahwa sebagian besar dari nilai logit peserta didik dibawah 0,0 logit, dapat dikatakan bahwa pemahaman konsep perambatan kalor pada peserta didik masih rendah. Terdapat tiga peserta didik yang memiliki pola jawaban tidak sesuai, diindikasikan peserta didik tersebut tidak menjawab soal dengan sungguh-sungguh. Pemodelan Rasch mampu menganalisis pemahaman konsep dengan baik dan jelas sehingga perlu digunakan oleh para pendidik untuk menganalisis kemampuan dan hasil peserta didik.
Abstract
Graphic interpretation is an important part of studying science. Graph interpretation is part of a representation that shows students' conceptual understanding. This research is focused on ...the ability of interpretation of kinematics graph of high school student of X class one of high school in Banten. The method used is qualitative with survey technique. The sample of research is 21 students who have obtained the kinematics of straight movement. The test instrument used refers to the standard Test of Understanding Graphs-Kinematics version 2.6 (Robert J. Beichner). The results showed some of the most difficulty students sorted as follows. First, the question of no 16 is to determine the change in the velocity of the object for an accelerated object not constant but linear. Only 9.52% can answer correctly. Second, describe the position graph of the object as a function of time for a moving object with a certain acceleration (problem no 9). Only 14% of students answered correctly. Third, the determination of the change of the position of the object when the velocity of the object at all times is described in the graph (question no 4, 19%). Fourth, the instantaneous determination of the velocity of the object from the position graph as a function of time (question no 3, 29%).
Abstrak
Interpretasi grafik merupakan salah satu bagian yang penting dalam mempelajari sains. Interpretasi grafik merupakan bagian dari representasi yang menunjukkan pemahaman konseptual siswa. Penelitian ini difokuskan pada profil kemampuan interpretasi grafik kinematika siswa SMA kelas X salah satu SMA di Banten. Metode yang digunakan adalah kualitatif dengan teknik survey. Sampel penelitian sejumlah 21 siswa yang telah memperoleh pembelajaran Kinematika gerak lurus. Instrumen tes yang digunakan merujuk pada tes standar Test of Understanding Graphs- Kinematics version 2.6 (Robert J. Beichner ). Hasil penelitian menunjukkan beberapa kesulitan terbanyak siswa diurutkan sebagai berikut. Pertama, soal no 16 yaitu menentukan perubahan kecepatan benda untuk benda yang mengalami percepatan tidak konstan tetapi linear. Hanya 9,52 % yang dapat menjawab benar. Kedua, mendeskripsikan grafik posisi benda sebagai fungsi waktu untuk benda yang bergerak dengan percepatan tertentu (soal no 9) . Hanya 14 % siswa yang menjawab benar soal. Ketiga, Penentuan perubahan posisi benda ketika kecepatan benda setiap saat dideskripsikan dalam grafik ( soal no 4, 19 %). keempat, penentuan kecepatan sesaat yang dimiliki benda dari grafik posisi sebagai fungsi waktu ( soal no 3, 29 %).
PDF
