Efektifitas Model Pembelajaran CCM-CCA Untuk Memfasilitasi Perubahan Konsep Gaya Pada Mahasiswa

Authors

Muh Makhrus , Wahono Widodo , Rudiana Agustini

DOI:

10.29303/jpft.v4i2.810

Published:

2018-11-26

Issue:

Vol. 4 No. 2 (2018): Juli-Desember 2018

Keywords:

Effectiveness, CCM-CCA learning model, concept change, force

Articles

Downloads

How to Cite

Makhrus, M., Widodo, W., & Agustini, R. (2018). Efektifitas Model Pembelajaran CCM-CCA Untuk Memfasilitasi Perubahan Konsep Gaya Pada Mahasiswa. Jurnal Pendidikan Fisika Dan Teknologi, 4(2), 253–261. https://doi.org/10.29303/jpft.v4i2.810
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This study aims to examine the effectiveness of the CCM-CCA learning model that has been validated by physicist education through Focused Group Discussions (FGD) activities, and the validation results are valid in content and construct. The research design used follows the Education Research and Development method. The development of models starting from designing the model until implementing the model. Test the effectiveness of the model measured by the results of analysis of observational data and interview results on the occurrence of conceptual changes in students. Observation and interview data refers to the thought process experienced by students as a condition for conceptual change. The results of the study showed that students who were the subjects of the study experienced the four (4) thought processes that were the conditions for conceptual change. These results indicate that the CCM-CCA learning model is an effective learning model for facilitating the occurrence of student conceptual changes from wrong conceptions into scientific conceptions (physicist conception) about the concept of force

References

Azizoglu, N. 2004. Conceptual Change Oriented Instruction And Studentsââ¬â¢ Misconceptions Ingases. Unpublished doctoral dissertation, Middle East Technical University, Ankara,Turkey.

Baser, M. 2006. Fostering Conceptual Change By Cognitive Conflict Based Instruction On Studentsââ¬â¢ Understanding Of Heat Andtemperature Concepts. Eurasia Journal of Mathematics, Science, and Technology Education, 2 (2), 96-14, July 2006.

Byun, T.& Lee, G. 2011. An Explanation For The Difficulty Of Leading Conceptual Change Using A Counterintuitive Demonstration: The Relationship Between Cognitive Conflict And Responses. Springer Science And Business Media B.V. 2011, Res Sci Educ DOI 10.1007/s11165-011-9234-5.

Cakir, M. 2008. Constructivist Approaches To Learning In Science And Their Implications For Science Pedagogy: A literature review.International Journal of Environmental & Science Education, 3 (4), 193-206.

Demirciouglu, G., Ayas, A., &Demirciouglu, H. 2005. Conceptual Change Achieved Through A New Teaching Program On Acids And Bases. Chemistry Education Research and Practice, 6,36-51.

Fraenkel, J.R., Wallen, N.E., dan Hyun, H.H. 2012. How To Design And Evaluate Research In Education, 8th Edition. New York: McGraw-Hill Companies, Inc.

Gall, M.D. & Borg. 2003. Educational Research. Boston: Pearson Education, Inc.

Jonassen, D., Strobel, J., & Gottdenker, J. 2005. Model Building For Conceptional Change. Interactive Learning Environments. 13 (1-2), Aprilââ¬âAugust, 2005, 15-37.

Lee, G., Kwon, J., Park, S., Kim, J., Kwon, H., & Park, H. 2003. Development of an instrument formeasuring cognitive conflict in secondary-level science classes. Journal of Research in ScienceTeaching, 40(6), 585ââ¬â603.

Makhrus, M. 2013. Pemahaman mahasiswa tentang konsep gaya. Studi Pendahulun Tentang Model Perubahan Konseptual Dengan Pendekatan Konflik Kognitif Berbasis Pemahaman Mahasiswa Tentang Konsep Gaya: Surabaya.

Makhrus, M., Nur, M., & Widodo, W. 2014. Model Perubahan Konseptual dengan Pendekatan Konflik Kognitif. Jurnal Pijar MIPA, Vol.IX No.1, Maret: 20-25.

Makhrus, M. 2018. Validitas Model Pembelajaran Conceptual Change Model with Cognitive Conflict Approach. Jurnal Ilmiah Profesi Pendidikan, Vol.3 No.1, Mei: 62-66.

Pebriyanti, D., Sahidu, H., & Sutrio. 2015. Efektifitas Model Pembelajaran Perubahan Konseptual untuk Mengatasi Miskonsepsi Fisika pada Kelas X SMAN 1 Praya Barat Tahun Pelajaran 2012/2013. Jurnal Pendidikan Fisika dan Teknologi, 1(1), 92-96.

Posner, Strike, Hewson,& Gertzog. 1982. Accomodation of a scienific conception: Toward a theory of conceptual change.Department of Education, Cornell University, Ithaca, New York.

Silung, S.N.W., Kusairi, S., & Zulaikah, S. 2016. Diagnosis Miskonsepsi Siswa SMA di Kota Malang pada Konsep Suhu dan Kalor Menggunakan Three Tier Test. Jurnal Pendidikan Fisika dan Teknologi, 2(3), 95-105.

Smith, J.P., diSessa, A. A., & Roschelle, J. 1993. Misconception reconceived: A constructivist analysis of knowledge in transition.The Journal of the Learning Science,3, 115-163.

Tomita, M. K., 2008. Examining the influence of formative assessment on conceptual accumulation and conceptual change. Doctoral dissertation, Stanford University.

Tuqalby, R., Sutrio., dan Gunawan. 2017. Pengaruh Strategi Konflik Kognitif terhadap Penguasaan Konsep pada Materi Fluida Siswa SMAN 3 Mataram tahun ajaran 2016/2017. Jurnal Pendidikan Fisika dan Teknologi 3(1), 8-13.

Unal, S., Costu, B., & Ayas, A. 2010. Secondary school studentsââ¬â¢ misconceptions of covalent bonding. Journal of Turkish Science Education, 7, 3-29.

Wirth, K.R. & Perkins, D. 2008. Learning to learn. Available from: http://www.macalester.edu/geology/wirth/CourseMaterials.html(version 16 September 2008).

Author Biographies

Muh Makhrus, Program Studi Pendidikan Fisika Universitas Mataram

Wahono Widodo, Pendidikan Sains, Program Pasca Sarjana Universitas Negeri Surabaya

Rudiana Agustini, Pendidikan Sains, Program Pasca Sarjana Universitas Negeri Surabaya

License

Authors who publish with Jurnal Pendidikan Fisika dan Teknologi (JPFT) agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Jurnal Pendidikan Fisika dan Teknologi (JPFT).
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).