A Study of Student’s Misconception on Light Material and How to Reduce it Using LKS-Assisted PBL at Islamic Junior High School (SMP IT) Bina Amal Semarang

Heru Damayanti, Sarwi Sarwi, Budi Astuti

Abstract


The existence of misconceptions could affect students’ problem solving ability in physics subject. The source of misconceptions could be derived from the text books that used by the students, from the students itself, as well as from the teachers. One of the learning models that might reduce the misconceptions on the topic of light was worksheets-assisted by problem based learning model. The purpose of this study was to identify the misconceptions experienced by the students of SMP IT BinaAmal on the topic of light, to analize misconceptions on the topic of light, to identify the descriptions of the students’ improvement on the concept of light, and to identify the worksheets-assisted problem based learning could develop the students’ scientific attitudes. The research method used mixed methods research using sequential explanatory design with pre-test and post-test Control Group Design. The sample of this research was the IX grade students of Hafshoh bint Abu Bakar class, and the IX grade students of Zaenab bint Jahsyi at SMP IT BinaAmal Semarang. The instruments that used in this study were questions and observation sheets. Based on the calculation of problem-solving test, in the experimental class obtained a gain factor of 0.553 with medium criteria, while the control class produces a gain factor of 0.249 with low criteria. The initial t-test shows thitung (-1.55) <t table (1.68) that the experimental class is no better than the control class. The final t test shows thitung (2,481)> t table (1.68) that the experimental class is better than the control class after the LKS-assisted PBL learning model is used. A very strong relationship between conceptual mastery and the reduction of misconceptions. LKS-assisted PBL learning influenced the results of the decrease in student misconceptions from 55.1% to 19.5% in the experimental class and a decrease in misconception from 59.4% to 31.9% in the control class. Based on the results of cognitive tests, obtained a qualitative data analysis, misconception that occurred in SMP IT Bina Amal on the concept of light, among others: regular reflections and diffuse; shadow formation, shadow space and shadow properties, light propagation; light sources and human processes can see things; and the law of refraction. Based on the result of the research, it is found that the LKS-based problem-based learning model is effective to reduce light misconception.

Keywords


Light, Worksheets,Misconceptions,Problem Based Learning

Full Text:

PDF

References


Aisah. 2010. Salah Konsepsi Fisika Mengenai Pemantulan dan Pembiasan Caaya pada Optika Geometri. Jurnal Ilmiah Manajemen Pendidikan. 5(1) hal. 8-15.

Bakirci, H. Bilgin, A.K., & Simsek, A. 2011. The Effect of Simulation Technique and Worksheets on Formal Operational Stage in Ssience and Technology lessons. Procedia Social and Behavioral Sciences. 15(1) hal. 1462-1469.

Barke, H.D., Hazari, A., & Yitbare, S. 2009. Misconceptions in Chemistry : Adressing Perceptions in Chemical Education, Berlin: Spinger-Verlag.

Christina, S.D. 2014. Problem-Based Learning in Teacher Education: Trajectories of Change. International Journal of Humanities and Social Science. 4(1) hal. 12-17

Creswell, J.W. 2012. Educational research: Planning, conducting, and evaluating quantitative and qualitative research 4th ed. Boston, MA: Pearson Education, Inc.

Dwijananti, P., Fatmala, R.,I., & Astuti, B. 2016. Penerapan Model Double Loop Problem Solving Menggunakan Detektor Geiger Muller untuk Meningkatkan Hasil Belajar Kognitif. Unnes Science Education Journal Vol 5 (3) . hal. 1321-1450.

Fitrianingrum, A.M., Sarwi, S.& Astuti, B. 2017. Penerapan Instrumen Three –Tier Test untuk Mengidentifikasi Miskonsepsi Siswa SMA pada Materi Keseimbangan Benda Tegar. Jurnal Phenomenon. Universitas Islam Negeri Walisongo. 7 (2). hal. 88-98.

Hestenes, & Halloun. 1995. The Force Concept Inventory (FCI) is a multiple choice test designed to monitor students’ understanding of the conceptual domain of force and related kinematics. Physics Teacher. 30(1). ha1. 41–158.

Majid, A. 2012. Belajar dan Pembelajaran. Bandung: Remaja Rosdakarya.

Mihardi, S., Harahap, M.B. & Sani, R.A. 2013. The Effect of Project Based Learning Model with KWLWorksheet on Student Creative Thinking Process in Physics Problems. Journal of Education and Practice. 4 (25). Hal. 188-200.

Mondal, B.C. & Chakraborty,A. 2013. Misconceptions in Chemistry : Its Identification and Remidial Measures. Saarbrucken: Lambert Academic Publishing.

Rohaeti, W., & Padmaningrum. 2009. Pengembangan lembar Kerja Siswa (LKS) Mata Pelajaran Sains Kimia untuk SMP. Jurnal penelitian Yogjakarta 2(2) hal. 1-11

Santyasa. 2004. Model Problem Solving Dan Reasoning Sebagai Alternatif Pembelajaran Inovatif. Makalah disajikan dalam Konvensi Nasional Pendidikan Indonesia V tanggal 5–9 Oktober 2004 di Surabaya.

Sarikaya, M. 2007. Prospective teachers’ misconceptions about the atomic structure in the context of electrification by friction and an activity in order to remedy them. International Education Journal. 8(1) : 40-63.

Sarwi, S., Sutardi,S., & Prayitno, W.W., 2016. Implementation of Guided Inquiry Physics Instruction to Increase an Understanding Concept and to Develop the Students’ Character Conservation. Jurnal Pendidikan Fisika Indonesia. 12 (1). hal. 7-12.

Secken, N. 2010. Identifying Student’s Misconceptions about SALT. Procedia Social and Behavioral Sciences. 2(2) hal.234-245.

Sriatun, Ellianawati , Hardyanto, W., & , Milah, I.L. 2018. Analisis Kemampuan Berfikir Kreatif Siswa pada Praktikum Asas Black Berbasis Problem Based Learning dan Berbantuan Makromedia Flash. Physics Communication Journal. 2(1) hal. 70-75.

Sumarli, Nugroho, S.E., & Yulianti, I. 2018. Keefektifan Model Pembelajaran Creative Problem Solving Berpendekatan Inquiry terhadap Keterampilan Proses Sains Siswa. Physics Communication Journal. 2(1) hal. 63-69.

Suniati, N.M.S., Sadia,W., & Suhandana, A. 2013. Pengaruh Implementasi Pembelajaran Kontekstual Berbantuan Multimedia Interaktif Terhadap Penurunan Miskonsepsi(Studi Kuasi Eksperimen dalam Pembelajaran Cahaya dan Alat Optik di SMP Negeri 2 Amlapura . e-Journal Program Pascasarjana Universitas Pendidikan Ganesha: Program Studi Administrasi Pendidikan . 2 (4) hal. 1- 8.

Suparno, P. 2005. Miskonsepsi & Perubahan Konsep Pendidikan Fisika. Yogyakarta: Kanius.

Sutrisno, Kresnadi, & Kartono. 2007. Pengembangan Pembelajaran IPA SD. Pontianak: LPJJ PGSD.

Trianto. 2007. Model-model Pembelajaran Inovatif Berorientasi Konstruktivistik. Jakarta: Prestasi Pustaka.

White, E. 2009. Student Perspectives of Peer As¬sessment for Learning in a Public Speaking Course, Asian EFL Journal-Professional Teaching Articles, 33(1) hal.1-56.




DOI: https://doi.org/10.15294/physcomm.v2i2.14392

Refbacks

  • There are currently no refbacks.


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


View My Stats