LEVEL CONCEPTUAL CHANGE MAHASISWA CALON GURU SD TERKAIT KONSEP BENDA NETRAL SEBAGAI EFEK IMPLEMENTASI VMMSCCTEXT

Neni Hermita, Andi Suhandi, Ernawulan Syaodih, Achmad Samsudin

Abstract


Telah dilakukan identifikasi untuk mendapatkan gambaran tentang profil learning progression mahasiswa calon guru SD sebagai efek implementasi Visual Multimedia Supported Conceptual Change Text (VMMSCCText). Sebelumnya, VMMSCCText dikembangkan untuk mencapai level conceptual change konstruksi dan rekonstruksi mahasiswa calon guru SD hanya dengan membaca text. Penelitian ini bertujuan untuk mengetahui level conceptual change mahasiswa calon guru SD terkait konsep benda netral setelah mengikuti aktivitas VMMSCCText. Metode yang digunakan adalah metode deskriptif kuantitatif yang diimplementasikan pada 30 orang mahasiswa PGSD FKIP Universitas Riau pada mata kuliah Konsep Dasar IPA.  Level conceptual change pada mahasiswa diidentifikasi dengan uji diagnostik dalam format four tier test (FTT) dan penilaian pada LKM, kemudian dianalisis berdasarkan pedoman penentuan level conceptual change. Level conceptual change terdiri dari 1) konsepsi ilmiah sejak awal (KISA); 2) Statis (S); 3) Rekonstruksi (K); 4) Konstruksi (R); dan 5) Disorientasi (D). Hasil penelitian dengan VMMSCCText menunjukkan  level 1) konsepsi ilmiah sejak awal (KISA) sekitar 13,33%; 2) Statis (S) sekitar 6,67%; 3) Rekonstruksi (R) sekitar 76,67%; 4) Konstruksi (K)sekitar 3,33; dan Disorientasi (D) adalah 0%.  Berdasarkan hasil penelitian yang diperoleh dapat disimpulkan bahwa VMMSCCText mampu meremediasi miskonsepsi dan mencapai  level conceptual change konstruksi dan rekonstruksi mahasiswa calon guru SD.

Kata Kunci: VMMSCCTEXT, Level Conceptual Change dan Remediasi Miskonsepsi.

 

Identification has been done to get a representation of progression learning profile of prospective elementary school teachers as the effect of Visual Multimedia Supported Conceptual Change Text (VMMSCCText) implementation. Previously, VMMSCCText was developed to reach the conceptual change level of construction and reconstruction of prospective elementary school teachers by reading text only. This study aims to determine the level of conceptual change of prospective elementary school teachers related to the concept of a neutral object after following the VMMSCCText activity. The method used is quantitative descriptive method implemented on 30 students of PGSD FKIP University of Riau in Basic Science Basic Course. The conceptual change level of the students is identified by the diagnostic test in the four-tier test (FTT) format and the assessment on the MFI, then analyzed based on the guidance of conceptual change level determination. The conceptual change level consists of 1) early scientific conception (KISA); 2) Static (S); 3) Reconstruction (K); 4) Construction (R); and 5) Disorientation (D). The results of the study with VMMSCCText indicate the level of 1) early scientific conception (KISA) about 13.33%; 2) Static (S) about 6.67%; 3) Reconstruction (R) around 76.67%; 4) Construction (K) about 3.33; and Disorientation (D) is 0%. Based on the result of the research, it can be concluded that VMMSCCText is able to remediate misconception and achieve conceptual change level of construction and reconstruction of elementary school teacher candidate.

Keywords: VMMSCCText, Level of Conceptual Change and Remedy Misconception


References


Roth, K. J. (1985). Conceptual Change Learning and Students' Processing of Science Text. Annual Meeting of the American Education Research Association. Chicago.

Posner, G.J., Strike, K.A., Hewson, P.W., dan Gertzowg, W.A. (1982). Accomodation of a scientific conception: Toward a theory change. Science Education,Vol 66, 211-227.

Chambers, S. K., & Andre, T. (1997). Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current. Journal of Research in Science Teaching, 34 (2), 107-123.

Dilber, R., Karaman, I., & Duzgun, B. (2009). High school students’ understanding of projectile motion concepts. Educational Research and Evaluation, 15 (3), 203-222.

Taşlıdere, E., & Eryılmaz, A. (2009). Alternative to Traditional Physics Instruction: Effectiveness of Conceptual Physics Approach. Eurasian Journal of Educational Research (35), 109-128.

Stepans, S. (2011, 3rd ed.). Targeting students’ science misconceptions: Using the conceptual change model. Sticlound, MN. Saiwood Publications

Stepans, S. (1994). Targeting students’ science misconceptions: Using the conceptual change model. Idea Factory. Inc. Riverview, FL: U.S.A.

Akpinar & Tan. (2011). Developing, Implementing, And Testing A Conceptual Change Text About Relativity. Western Anatolia Journal of Educational Sciences (WAJES), Dokuz Eylul University Institute, Izmir, Turkey ISSN 1308-8971.

Aydin. (2015). Pre-service Science Teachers’ Views on Conceptual Change Strategies and Practices Carried out. International Journal of Psychology and Educational Studies, 2015, 2 (2), 21-34.

Durmuş, J., & Bayraktar, Ş. (2010). Effects of Conceptual Change Texts and Laboratory Experiments on Fourth Grade Students’ Understanding of Matter and Change Concepts. Journal of Science Education and Technology , 19, 498-504.

İpek, H., & Çalık, M. (2008). Combining Different Conceptual Change Methods within Four-Step Constructivist Teaching Model: A Sample Teaching of Series and Parallel Circuits. International Journal of Environmental and Science Education, 3 (3), 143-153.

Ozkan & Selcuk. (2015). Effect of Technology Enhanced Conceptual Change Texts on Students’ Understanding of Buoyant Force. Universal Journal of Educational Research 3(12): 981-988, 2015 http://www.hrpub.org . DOI: 10.13189/ujer.2015.031205.

Şahin, Ç., İpek, H., & Çepni, S. (2010). Computer Supported Conceptual Change Text: Fluid Pressure. Procedia Social and Behavioral Sciences, 2, 922-927.

Cepni S, Tas E, Kose S. (2006). The effects of computer-assisted materials on students’cognative levels, misconceptions and attitudes towards science. Comp Educ 2006;46:192-205.

Sinclair Kesley J, Renshaw CE & Taylor HA. (2004). Improving computer assisted instruction in teaching higher order skills. Comp Educ 2004;42:169–180.

She H, Lee CQ. (2008). SCCR Digital learning sytem for scientific conceptul(a change and scientific reasoning. Comp Educ 2008;51:724-742.

Windschitl M. (2001). Using simulations in the middle school: Does assertiveness of dyad partners influence conceptual change? Int J Sci Educ 2001;23:17-32List Daftar Pustaka

Hermita, Neni. (2017). Pengembangan Visual Multimedia Supported Conceptual Change Text (VMMSCCText) Materi Kelistrikan dan Kemagnetan untuk Pengajaran Remedial Berorientasi Konstruksi-Rekonstruksi Konsepsi Ilmiah Mahasiswa Calon Guru Sekolah Dasar. Disertasi, SPs UPI. Tidak diterbitkan.

Sugiyono. 2013. Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D). Penerbit Alfabeta: Bandung

Hamid, Widodo & Sopandi. (2017). Students’ Conceptual Change in Electricity. Advances in Social Science, Education and Humanities Research (ASSEHR), volume 57. 1st International Conference of Mathematics and Science Education (ICMSEd 2016). Copyright © 2017, the Authors. Published by Atlantis Press.This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Gurel, D., Eryilmaz, A. & McDermott, L. (2015). A Review and Comparison of Diagnostik Instruments to Identify Students’ misconceptions in Science. Eurasia Journal of Mathematics, Science & Technology Education, 11 (5), 989-1008.

Gurel, D., Eryilmaz, A. & McDermott, L. (2017). Development and Application of a Four-Tier Test to Assess Pre-Service Physics Teachers’ Misconceptions about Geometrical Optics. Research in Science & Technological Education, 35 (2), 238-260.

Anwar, W. S., Liliawati, W., & Utama, J. A. (2013). Penerapan Pembelajaran Konseptual Interaktif Dengan Menggunakan Media Animasi Untuk Meningkatkan Penguasaan Konsep IPBA dan Mengetahui Profil Aktivitas Siswa SMP. Wahana Pendidikan Fisika, 1(1).

Samsudin, A., Suhandi, A., Rusdiana, D., Kaniawati, I., & Coştu, B. (2015). Fields Conceptual Change iIventory: a diagnostic test instrument on the electric field and magnetic field to diagnose students’ conceptions. International Journal of Industrial Electronics and Electrical Engineering, 3(12), 74-77.

Samsudin, A., Suhandi, A., Rusdiana, D., Kaniawati, I., & Coştu, B. (2017). Promoting Conceptual Understanding on Magnetic Field Concept Through Interactive Conceptual Instruction (ICI) with PDEODE* E Tasks. Advanced Science Letters, 23(2), 1205-1209.

Zulfikar, A., Girsang, D. Y., Saepuzaman, D., & Samsudin, A. (2017, May). Analyzing educational university students’ conceptions through smartphone-based PDEODE* E tasks on magnetic field in several mediums. In AIP Conference Proceedings (Vol. 1848, No. 1, p. 050007). AIP Publishing.




DOI: https://doi.org/10.17509/wapfi.v2i2.8270

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Wahana Pendidikan Fisika



The Journal Wahana Pendidikan Fisika http://ejournal.upi.edu/index.php/WapFi/ is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

The Journal WaPFi (Wahana Pendidikan Fisika).

All rights reserverd. pISSN 2338-1027 eISSN 2685-4414

Copyright © Faculty of Mathematics and Science Education (FPMIPA) Universitas Pendidikan Indonesia (UPI)