Analisis Miskonsepsi Pada Materi Suhu dan Kalor Menggunakan Metode CRI
Article Sidebar
Published:
Dec 29, 2022
Keywords:
Miskonsepsi, Certainty of response index (CRI), Suhu dan Kalor
Main Article Content
Abstract
This study aims to analyze the misconceptions that occur in the material of temperature and heat, high school students in class XI IPA1. The research design used survey research with sampling using simple random sampling. The research data were obtained through a multiple-choice test of concept questions with a response index certainty answer sheet (CRI, and open interviews with 3 students. The sample was collected again by 20 students of SMAN 2 OKU. The findings of this study are, the misconceptions contained in each temperature sub-concept and heat. The highest percentage of misconceptions is found in the increase sub-concept by 53.3% with the medium misconception category, and the lowest is in the heat transfer sub-concept by 20% with the low misconception category. It has been found that the causes of misconceptions, among others, students rarely get teaching about the concept, wrong prior knowledge, counting and memorizing, and teachers who teach also facilitate students to think analytically Teachers are expected to be able to change the process of learning activities into a meaningful process for students through varied methods and models, one way is by using student centered conceptual text learning.
Downloads
Download data is not yet available.
Article Details
How to Cite
“Analisis Miskonsepsi Pada Materi Suhu Dan Kalor Menggunakan Metode CRI”. Jurnal Ilmu Fisika dan Pembelajarannya (JIFP) 6, no. 2 (December 29, 2022): 42–48. Accessed December 10, 2024. https://jurnal.radenfatah.ac.id/index.php/jifp/article/view/13203.
Section
Artikel
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
How to Cite
“Analisis Miskonsepsi Pada Materi Suhu Dan Kalor Menggunakan Metode CRI”. Jurnal Ilmu Fisika dan Pembelajarannya (JIFP) 6, no. 2 (December 29, 2022): 42–48. Accessed December 10, 2024. https://jurnal.radenfatah.ac.id/index.php/jifp/article/view/13203.
References
Adiansyah Syahrul, D., Setyarsih Jurusan Fisika, W., & Matematika dan Ilmu Pengetahuan Alam, F. (2015). Identifikasi Miskonsepsi dan Penyebab Miskonsepsi Siswa dengan Three-tier Diagnostic Test Pada Materi Dinamika Rotasi. Jurnal Inovasi Pendidikan Fisika (JIPF), 04(03), 67–70.
Agustiani Putri, Dadan Sumardani , Wardani Rahayu, M. N. H. (n.d.). *. Kemampuan Literasi Matematika Menggunakan Bar Model Pada Materi Aljabar, 9(2), 338–347. https://doi.org/https://doi.org/10.24127/ajpm.v9i2.2744
Amry, U. W., Rahayu, S., & Yahmin. (2017). Analisis Miskonsepsi Asam Basa pada Pembelajaran konvensional dan Dual Situated Learning Model (DSLM). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(3), 385–391. Retrieved from http://journal.um.ac.id/index.php/jptpp/
Fenditasari, K., Jumadi, Istiyono, E., & Hendra. (2020). Identification of misconceptions on heat and temperature among physics education students using four-tier diagnostic test. Journal of Physics: Conference Series, 1470(1). https://doi.org/10.1088/1742-6596/1470/1/012055
Istiyani, R., Muchyidin, A., & Rahardjo, H. (2018). Analisis miskonsepsi siswa pada konsep geometri menggunakan. Cakrawala Pendidikan, 37(2), 223–236.
Juanengsih, N., Suwarna, I. P., Milama, B., Program, B. E., Islamic, S., Program, P. E., & Program, C. E. (2014). Analysis of Student’s Minsconceptions on basic concepts of natural science Through CRI , Clinical interview and Concept maps. (May), 18–20.
Mellu, R. N. K., & Baok, D. T. (2020). Identifying Physics Teachers Candidate Misconception on Electricity, Magnetism, and Solar System. JIPF (Jurnal Ilmu Pendidikan Fisika), 5(3), 132. https://doi.org/10.26737/jipf.v5i3.1694
Rachmawati, S., & Susanto, H. (2017). Penggunaan Metode Cri (Certainty of Responseindex) Berbantuan Soal Pisa (Programme Forinternational Student Assesment) Untukmengidentifikasi Miskonsepsi Ipa Materi Tatasurya. UPEJ Unnes Physics Education Journal, 6(3), 26–31.
Saaroh, F., Abdul Aziz, T., & Wijayanti, D. A. (2021). Analysis of Students’ Misconceptions on Solving Algebraic Contextual Problem. Risenologi, 6(1), 19–30. https://doi.org/10.47028/j.risenologi.2021.61.165
Sinta, T. (2020). Analisis Miskonsepsi Asam Basa Menggunakan Instrumen Diagnostic Test Terintegrasi Multirepresentasi Berbasis Web. Chemistry in Education, 9(1), 84–90.
Sugiyono. (2011). Metodologi Penelitian Pendidikan. Bandung: Alfabeta.
Syuhendri. (2017). Pengembangan Teks Perubahan Konseptual (TPK) untuk
Pengajaran Perubahan Konseptual. Seminar Nasional Pendidikan IPA, (Vol 1 (2017)), 682–691. Retrieved from http://conference.unsri.ac.id/index.php/semnasipa/article/view/733
Taufiq, M. (2012). Remediasi miskonsepsi mahasiswa calon guru fisika pada konsep gaya melalui penerapan model siklus belajar (Learning cycle) 5E. Jurnal Pendidikan IPA Indonesia, 1(2), 198–203. https://doi.org/10.15294/jpii.v1i2.2139
Yolanda, R., & Andriani, N. (2011). Analisis Pemahaman Konsep Siswa SMA Negeri se Kecamatan Ilir Barat I Palembang Pada Materi Suhu Dan Kalor Dengan Instrumen TTCI dan CRI. 2, 1–13.
Yürük, N., & Eroğlu, P. (2016). The effect of conceptual change texts enriched with metaconceptual processes on pre-service science teachers’ conceptual understanding of heat and temperature. Journal of Baltic Science Education, 15(6), 693–705. https://doi.org/10.33225/jbse/16.15.693
Agustiani Putri, Dadan Sumardani , Wardani Rahayu, M. N. H. (n.d.). *. Kemampuan Literasi Matematika Menggunakan Bar Model Pada Materi Aljabar, 9(2), 338–347. https://doi.org/https://doi.org/10.24127/ajpm.v9i2.2744
Amry, U. W., Rahayu, S., & Yahmin. (2017). Analisis Miskonsepsi Asam Basa pada Pembelajaran konvensional dan Dual Situated Learning Model (DSLM). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(3), 385–391. Retrieved from http://journal.um.ac.id/index.php/jptpp/
Fenditasari, K., Jumadi, Istiyono, E., & Hendra. (2020). Identification of misconceptions on heat and temperature among physics education students using four-tier diagnostic test. Journal of Physics: Conference Series, 1470(1). https://doi.org/10.1088/1742-6596/1470/1/012055
Istiyani, R., Muchyidin, A., & Rahardjo, H. (2018). Analisis miskonsepsi siswa pada konsep geometri menggunakan. Cakrawala Pendidikan, 37(2), 223–236.
Juanengsih, N., Suwarna, I. P., Milama, B., Program, B. E., Islamic, S., Program, P. E., & Program, C. E. (2014). Analysis of Student’s Minsconceptions on basic concepts of natural science Through CRI , Clinical interview and Concept maps. (May), 18–20.
Mellu, R. N. K., & Baok, D. T. (2020). Identifying Physics Teachers Candidate Misconception on Electricity, Magnetism, and Solar System. JIPF (Jurnal Ilmu Pendidikan Fisika), 5(3), 132. https://doi.org/10.26737/jipf.v5i3.1694
Rachmawati, S., & Susanto, H. (2017). Penggunaan Metode Cri (Certainty of Responseindex) Berbantuan Soal Pisa (Programme Forinternational Student Assesment) Untukmengidentifikasi Miskonsepsi Ipa Materi Tatasurya. UPEJ Unnes Physics Education Journal, 6(3), 26–31.
Saaroh, F., Abdul Aziz, T., & Wijayanti, D. A. (2021). Analysis of Students’ Misconceptions on Solving Algebraic Contextual Problem. Risenologi, 6(1), 19–30. https://doi.org/10.47028/j.risenologi.2021.61.165
Sinta, T. (2020). Analisis Miskonsepsi Asam Basa Menggunakan Instrumen Diagnostic Test Terintegrasi Multirepresentasi Berbasis Web. Chemistry in Education, 9(1), 84–90.
Sugiyono. (2011). Metodologi Penelitian Pendidikan. Bandung: Alfabeta.
Syuhendri. (2017). Pengembangan Teks Perubahan Konseptual (TPK) untuk
Pengajaran Perubahan Konseptual. Seminar Nasional Pendidikan IPA, (Vol 1 (2017)), 682–691. Retrieved from http://conference.unsri.ac.id/index.php/semnasipa/article/view/733
Taufiq, M. (2012). Remediasi miskonsepsi mahasiswa calon guru fisika pada konsep gaya melalui penerapan model siklus belajar (Learning cycle) 5E. Jurnal Pendidikan IPA Indonesia, 1(2), 198–203. https://doi.org/10.15294/jpii.v1i2.2139
Yolanda, R., & Andriani, N. (2011). Analisis Pemahaman Konsep Siswa SMA Negeri se Kecamatan Ilir Barat I Palembang Pada Materi Suhu Dan Kalor Dengan Instrumen TTCI dan CRI. 2, 1–13.
Yürük, N., & Eroğlu, P. (2016). The effect of conceptual change texts enriched with metaconceptual processes on pre-service science teachers’ conceptual understanding of heat and temperature. Journal of Baltic Science Education, 15(6), 693–705. https://doi.org/10.33225/jbse/16.15.693