PENGEMBANGAN MODEL PEMBELAJARAN FISIKA BERBASIS PROBLEM SOLVING UNTUK MENINGKATKAN KEMAMPUAN METAKOGNISI DAN PEMAHAMAN KONSEP MAHASISWA
(1)
Abstract
Telah  dikembangkan suatu model pembelajaran fisika berbasis problem solving yang dapat meningkatkan kemampuan metakognisi dan pemahaman konsep mahasiswa. Model ini dikembangkan dengan metode R and D melalui langkah-langkah 4-D, yaitu: define, design, develop, and disseminate. Subyek dalam implementasi model adalah mahasiswa pendidikan fisika pada salah satu perguruan tinggi di Medan tahun ajaran 2010/2011 yang terdiri dari 50 orang. Metode yang digunakan dalam implementasi model adalah kuasi eksperimental dengan desain randomized control group pretest-postest design. Data kemampuan metakognisi dikumpulkan  dengan tes berbentuk uraian dan data pemahaman konsep dikumpulkan dengan tes berbentuk pilihan berganda. Data dianalisis dengan menggunakan nilai gain yang dinormalisasi, N-gain. Hasil penelitian menunjukkan bahwa pembelajaran berbasis problem solving dapat meningkatkan kemampuan metakognisi dan pemahaman konsep mahasiswa pada topik Kinematika Partikel, termasuk dalam kategori sedang.
A problem solving based physics learning model can enhance students’ metacognition ability and conceptual understanding has been developed. This model was developed by using R and D method consisting of 4-D steps: define, design, develop and disseminate. The research subjects were physics education students at one of the universities in Medan in academic year of 2010/2011 that consists of 50 students. Method used was quasi-experimental: randomized control group pretest-postest design. The metacognition ability data were collected by essay test and conceptual understanding ones were collected by multiple-choice test. Data were analyzed by using normalized gain score. Results of this research showed that problem solving based learning model can enhance students’ metacognition ability and conceptual understanding of particle kinematics topics in middle category.
Keywords
Full Text:
PDFReferences
AAPT. 2009. Building a stronger foundation in the knowledge and understanding of science, American Association of Physics Teacher.
Anderson, L.W. & Krathwohl, D.R. (eds). 2001. A Taxonomy for Learning Teaching and Assessing. A Revision of Bloom’s Taxonomy of education Objectives. New York: Addisin Wesley.
Anderson, D. & Nashon, S. 2006. “Predators of Knowledge Construction: Interpreting Students’ Metacognition in an Amusement Park Physics Programâ€. Wiley InterScience
Arends, R. I. 2004. Learning to Teach. 5th Ed. Boston: McGraw Hill.
Baser, M. 2006. Effect of Conceptual Change Oriented Instruction on Students’ Understanding of Heat and Temperature Concepts. Journal Maltese Education Research, 4, 1, 64-79.
Gaigher, E., Rogan J. M. & Braun, M. W. H. 2007. “Exploring the Development of Conceptual Understanding through Structured Problem-solving in Physicsâ€. International Journal of Science Education. 29, (9), 1089–1110.
Garrett, A.J. & Mazzocco, M.M.M. 2006. Development of the Metacognitive Skills of Prediction and Evaluation in Children With or Without Math Disability. Learning Disabilities Research & Practice, 21(2), 77-87.
Hake & Richard, R. 2002. Relationship of Individual Student Normalized Learning Gains in Mechanics with Gender, High-School Physics, and Pretest Scores on Mathematics and Spatial Visualization.
Heller, K., & Heller, P. 1999. Problem-Solving Labs. Introductory Physics I Mechanics. Cooperative Group problem-solving in physics.
Hollingworth, R. & McLoughlin 2002. The Development of Metacognitive Skilss among Firts Year Science Student.
Kipnis, M. & Hofstein, A. 2007. “The Inquiry Laboratory as a Source for Development of Metacognitive Skilssâ€. International Journal of Science and Mathematics Education.
Matlin, M.E. 2009. Cognitive Psychology. Seventh Edition. International Student Version. Jhon Wiley and Sons, Inc.
National Research Council, 2000. Inquiry and the National Science Education Standards: A Guide for Teaching and Learning.
Saleh, S. 2011. The Level of B.Sc.Ed Students’ Conceptual Understanding of Newtonian Physics. International Journal of Academic Research in Business and Social Sciences, October 1,(3), 2222-6990.
Schraw, G. & Moshman, D. 1995. Metacognitive Theories. Educational Psychology Review.
Sheppard, K. & Robbins, D.M. 2009. The “First Physics First†Movement, 1880-1920. The Physics Teacher, 47, 46-50.
Tan, O. S. 2004. Enhanching Thinking Problem Based Learning Approached. Singapura: Thomson.
Thiagarajan, S., Semmel, D.S. & Semmel, M. 1974. Instructional Development for Training Teachers of Exceptional Children. Source Book. Bloominton: Center for Innovation on Teaching the Handicapped.
Weinert, F. E. & Kluwe, R. H. 1987. Metacognition, Motivation, and Understanding. The Psycholigy of education and Instruction. Lawrence Erlbaum Associates, Publishers Hillsdale, New Jersey, London.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License