Kemampuan Pemecahan Masalah Dalam Fisika Dengan Pembelajaran Generatif Berbantuan Scaffolding Dan Advance Organizer

Prelia Dwi Amanah, Ahmad Harjono, I Wayan Gunada

Abstract

Generative learning has an advantage in the process of receiving new knowledge, so that learners need a medium in understanding a phenomenon that occurs. This research can help in dealing with the problem of scaffolding and advance organizers. The population in this study is all students of class XI SMA Negeri 4 Mataram academic year 2016/2017. Sampling was done by purposive sampling technique, and this quasi experimental study used non-equivalent group design design with pre-test and post test. The results obtained from the class given generative treatment scaffolding assisted and advanced organizer have the same increase. In both classes expected the same as the previous ability, but the difference between the two is not much different. Therefore, there is no effect of generative learning model with scaffolding and advance organizer on ability.

Keywords

generative learning; problem solving; scaffolding; advanve organizer

Full Text:

PDF

References

Amer, A., (2005). Analytical Thinking. Cairo: Center of Advancenent of Postgraduate Studies and Research in Engineering Sciences, Cairo University (CAPSCU), 1-14.

Ausubel, D.P. 1968. Educational Psychology: A Cognitive View. New York: Holt, Rinehart, and Winston.

Gunawan. 2015. Model Pembelajaran Sains Berbasis ICT. Mataram: FKIP UNRAM.

Gunawan., Harjono, A., dan Sutrio. 2015. Multimedia Interaktif dalam Pembelajaran Konsep Listrik bagi Calon Guru. Jurnal Pendidikan Fisika dan Teknologi. 1 (1): 9.

Hamdani, D., Kurniati, E., dan Sakti, I. 2012. Pengaruh Model Pembelajaran Generatif dengan Menggunakan Alat Peraga Terhadap Pemahaman Konsep Cahaya Kelas VIII di SMPN 7 Kota Bengkulu. Jurnal Exacta. 10 (1): 80-82.

Juani, A., Salsabila, E., dan Irawan, B. 2014. Perbandingan Kemampuan Penalaran Matematika antara Siswa yang diajar Menggunakan Model Pembelajaran Generatif dan Model Pembelajaran Matematika Knisley (Mpmk) Pada SMKN 26 Jakarta. JMAP. 13 (1): 48.

Luritawaty, Irena P., dan Nuraeni, R. 2015. Model Advance Organizer dalam Pembelajaran Matematika untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa. Jurnal Pendidikan Matematika. 6 (1): 13-19.

Rahmatiah, R., & Kusairi, S. (2017). Pengaruh Scaffolding Konseptual dalam Pembelajaran Group Investigation Terhadap Prestasi Belajar Fisika Siswa SMA dengan Pengetahuan Awal Berbeda. Jurnal Pendidikan Fisika dan Teknologi, 2(2), 45-54.

Septriani, N., Irwan, dan Meira. 2014. Pengaruh Pendekatan Scaffolding terhadap Kemampuan Pemahaman Konsep Matematika Siswa Kelas VIII SMP Pertiwi 2 Padang. Jurnal Pendidikan Matematika. 3 (3): 17-21.

Sugiana, I. N., Harjono, A., Sahidu, H., & Gunawan, G. (2017). Pengaruh Model Pembelajaran Generatif Berbantuan Media Laboratorium Virtual Terhadap Penguasaan Konsep Fisika Siswa pada Materi Momentum dan Impuls. Jurnal Pendidikan Fisika dan Teknologi, 2(2), 61-65.

Tan, W.C., Aris, B., and Abu, S. 2006. GLOTT Model: A pedagogically-enriched design framwork of learning environment to improve higher order thinking skills. AACE Journal, 14(2): 139-153.

Tasiwan, Nugroho, da Hartono. 2014. Pengaruh Advance Organizer Berbasis Proyek Terhadap Kemampuan Analisis-Sintesis Siswa. Jurnal Pendidikan Fisika Indonesia. 10 (1): 1-8.

Ulusoy, F. M., and Onen, A. S. 2014. A Research on the Generative Learning Model Supported by Context-Based Learning. Eurasia Journal of Mathematics, Science & Technology Education. 10(6): 537-546.

Refbacks

  • There are currently no refbacks.