Penerapan Peta Konsep IPA Terpadu untuk Mengukur Minds-On and Hands-On Activity Siswa Sekolah Menengah Pertama

Abstract

      Untuk mengetahui kemampuan siswa, yaitu seberapa besar siswa dalam memahami konsep fisika yang telah diajarkan oleh gurunya diperlukan suatu kegiatan evaluasi. Tujuan penelitian ini untuk mengukur Minds-On Activity dan Hands-On Activity siswa. Jenis penelitian ini yaitu penelitian eksploratif dengan menggunakan metode penelitian berupa eksploratif-deskriptif. Hasil analisis menunjukkan bahwa siswa kelas VIII D dan VIIIE pada materi usaha dan energi lebih mudah memahami konsep dengan menggunakan peta konsep tipe melengkapi, sedangkan untuk materi tekanan lebih mudah menggunakan peta konsep tipe menyusun. Uji hipotesis untuk mengukur Minds-On Activity siswamenunjukkan bahwa instrumen evaluasi peta konsep pada materi usaha dan energi,di kelas VIII D dan VIII E peta konsep dapat menggantikan tes tertulis.Pada materi tekanan,uji hipotesis juga menunjukkan bahwa di kelas VIII D dan VIII E peta konsep dapat menggantikan tes tertulis. Hands-On Activity siswa diukurdari hasil siswa dalam mengerjakan peta konsep praktikum. Pada materi usaha dan energi siswa kelas VIII E lebih unggul daripada siswa kelas VIII D, sedangkan pada materi tekanan siswa kelas VIII D lebih unggul daripada siswa kelas VIII E. Uji hipotesis untuk mengukur Hands-On Activity siswa menunjukkan bahwa instrumen evaluasi peta konsep praktikum pada materi energi potensial dan tekanan hidrostatis, untuk kelas VIII D dan VIII E instrumen evaluasi peta konsep praktikum dapat menggantikan LKS praktikumnya. Kesimpulannya instrumen evaluasi peta konsep mampu menggantikan tes tertulis dan LKS praktikum

In order to know students’ ability in understanding the concept of Physics that has been taught by teacher, an evaluation activity is needed. This research was aimed to measure students’ Minds-On Activity and Hands-On Activity. This research was an explorative research which used explorative-descriptive method. Based on the data analysis, the students of VIIID and VIIIE on work and energy material were easier in understanding the concept using the fit the concept map out type. While, for the pressure material, the concept was easily understood using composing concept type. Hypothesis test to measure students’ Minds-On Activity showed that the evaluation instrument in the form of concept map on work and energy in class VIIID was able to substitute the written test. While, the concept map was able to substitute the written test in class VIIIE. On pressure material, the hypothesis test showed that the concept map was able to subtitute the written test in both class VIIID and VIIIE. Students’ Hands-On Activity was observed based on students’ result in doing the concept map test related to practicum. On work and energy material, students of VIIIE had better performance than students of VIIID. While, students of VIIID had better performance than the students of VIIIE on pressure material. The hypothesis test to measure students’ Hands-On Activity showed that the concept map test related to practicum on potential energy and hidrostatic pressure was able to substitute the students’ worksheet practicum test for students of VIIID and VIIIE. It is concluded that the evaluation instrument  in the form of concept map is able to substitute the written test and the students’ worksheet practicum test