PENGARUH PEMBELAJARAN KERANGKA IFSO TERHADAP PENINGKATKAN MODEL MENTAL DAN PENGUASAAN KONSEP IKATAN

Junaina Junaina, Herpratiwi Herpratiwi, Sunyono Sunyono

Abstract


This study aims to determine the difference between the increase of mental models, the increase of concept mastery,the characteristics of mental models which excavated, and the student response after followed the IFSO framework and expository learning on the concept of chemical bond. This study is a quasi-experiments conducted to the students in grade X of SMA N 1 Way Lima, Pesawaran with a population of 68 respondents. Based on the result, that (1)  the increase of students mental model which followed the IFSO framework learning with N-Gain 0,45 was better than the students who followed the expository with N-Gain 0,36; (2) the increase of  student concept of mastery in which followed the IFSO framework learning with N-Gain 0,50 was better than the students who followed the expository with N-Gain 0,34.

Penelitian ini bertujuan untuk mengetahui perbedaan peningkatan model mental, peningkatan penguasaan konsep, karakteristik model mental yang tergali, dan respon siswa setelah mengikuti pembelajaran kerangka IFSO dan pembelajaran ekspositori pada konsep ikatan kimia.Penelitian ini bersifat quasi eksperimen yang dilakukan pada siswa kelas X SMA Negeri 1 Way Lima, Pesawaran dengan populasi sebanyak 68 responden. Berdasarkan hasil penelitian disimpulkan bahwa(1) peningkatan model mental siswa setelah mengikuti pembelajaran kerangka IFSO dengan N-Gain 0,45 lebih tinggi dibandingkan dengan siswa yang mengikuti pembelajaran ekspositori dengan N-Gain 0,36; (2) peningkatan penguasaan konsep siswa setelah  mengikuti pembelajaran kerangka IFSO dengan N-Gain 0,50 lebih tinggi dibandingkan dengan siswa yang mengikuti pembelajaran ekspositori dengan N-Gain 0,34.

Kata kunci: kerangka IFSO,model mental, penguasaan konsep


Full Text:

PDF

References


Abdurrahman. 2010. The Role of Quantum Physics Multiple Reprentations to Enhance Concept Mastery, Generic Science Skills, and Critical Thinking Disposition for Pre-Service Physics Teacher Students. Disertation for the Doctor Degree of Education in Science Education.Indonesia University of Education (UPI): Bandung.

Arikunto, S. 2010. Prosedur Penelitian Suatu Pendekatan Praktik. Rineka Cipta: Jakarta.

Badan Standar Nasional Pendidikan (BNSP). 2007. Lampiran Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 41 Tahun 2007 tentang Standar Proses.http://endang965.wordpress.com/2011/03/31/permendiknas-no-412007-standar-proses-kbm/.(Sabtu 4 Agustus 2012, pukul 22.12).

Boujaoude, S., & Barakat, H. 2003. Students’ Ploblem Solving Strategies in Stoichiometry and their Relationships to Conseptual Understanding and Learning Approaches. Electronic Journal of Science Education. 7, No 3.

Chittleborough, G.D. 2004. The Role of Teaching Models and Chemical Representations in Developing Student’s Mental Models of Chemical Phenomena. Disertasi Doktor pada Curtin University of Technology. Australia.

Djaali dan Pudji Muljono. 2008. Pengukuran dalam Bidang Pendidikan. Grasindo: Jakarta

Endang Sadbudhy R. dan I Made Nuryata. 2010. Pembelajaran Masa Kimia. Sekarmita Training dan Publising: Jakarta

Farida, I. 2010.The Importance Of Development Of Representational Competence In Chemical Problem Solving Using Interactive Multimedia.

http://faridach.wordpress.com/2010/10/13/the-importance-of-development-of-representational-competence-in-chemical-problem-solving-using-interactive-multimedia/. (Kamis 07 Juni 2012, pukul 19.11)

Hake, R. 1999. Analyzing Change-Gain Score. AERA-D-American Educational Research Association’s Division, Measurement and Research Methodology.

Jaber, L.Z dan Boujaouade, S., 2012. A Macro-Mikro-Symbolic Teaching To Promote Relational Understanding of Chemical Reactions.International Juornal of Science Education. 34, No. 7, p. 973-998.

Joko Sutrisno. 2008. Dual Coding Theory.http://joko.tblog.com/post/1970035993. (Kamis 16 agustus 2012, pukul 04.23)

Krathwohl, D. R. (2002). A Revision of Bloom's Taxonomy: An Overview.THEORY INTO PRACTICE. College of Education.Taylor & Francis, Ltd. The Ohio State University. Vol 41, No 4,pp. 212-232.

Kozma, R., & Russell, J. 2005. Students Becoming Chemists: Developing Representational Competence.In J. Gilbert (Ed.), Visualization in science education. Vol. 7. Dordrecht: Springer. p. 121-145..

Slavin, R.E. 2000. Educational Psychology: Theory and Practice. Sixth Edition. Allyn and Bacon:Boston

Sunyono, I. Wayan Wirya, Gimin Suyadi, dan Eko Suyanto. 2009. Pengembangan Model Pembelajaran Kimia Berorientasi Keterampilan Generik Sains pada Pebelajar SMA di Propinsi Lampung. Laporan Penelitian Hibah BersaingTahun I – Dikti: Jakarta.

Tasker, R & Dalton, R. 2006. Research Into Practice: Visualisation Of The Molekular world Using Animation. Chem. Edu. Res. Prac. 7, p. 141-159.

Waldrip, B., V. Prain & J. Carolan. 2010. Using Multi-Modal Representations to Improve Learning in Junior Secondary Science. Springe Science+Business Media B.V., Instr Sci. 40. p. 65–80.

Wang, C.Y., 2007. The Role of Mental-Modeling Ability, Content Knowlwdge, and Mental Models in General Chemistry Students’ Understanding about Molecular Polari. Dissertation for the Doctor Degree of Philosophy in the Graduate School of the University of Missouri: Columbia.

Wood, C., 2006. The Development of Creative Problem Solvingin Chemistry. Chem. Edu. Res. Prac.7, (2). p. 96-113.


Refbacks

  • There are currently no refbacks.