Relationship between Formal Reasoning and Understanding of Physics Concepts for Eleventh Grade Students: A Case of SMAN 3 Wajo

Abstract

Abstract This research is a correlational descriptive study that aims to describe formal reasoning and understanding of physics concepts and the relationship between the two. The population in this study were all students of class XI MIPA SMAN 3 Wajo, while the number of samples based on the Proportional Random Sampling technique was 135 students. The instrument research is in the form of formal reasoning test instruments and understanding of physics concepts. Instrument validation used the Gregori test and continued with empirical validation Data analysis techniques performed consisted of descriptive statistical analysis and inferential statistical analysis. Based on the descriptive statistical analysis, it was found that the students' formal reasoning and conceptual understanding were in the medium category. Meanwhile, based on inferential statistical analysis, the results of the product-moment correlation test obtained an r count of 0,584. The value of the r count which is positive indicates the relationship between variables is positive. The results of the significance test obtained 0,01 less than 0,05 so it can be said that the relationship between formal reasoning and understanding of physics concepts is significant. So it can be concluded that the relationship between formal reasoning and conceptual understanding is positive and significant.      

Keywords: physics learning, formal reasoning, conceptual understanding.  

Abstrak Penelitian ini merupakan penelitian deskriptif korelasional yang bertujuan untuk mengetahui hubungan antara penalaran formal dengan pemahaman konsep fisika.Populasi dalam penelitian ini adalah seluruh peserta didik kelas XI MIPA SMAN 3 Wajo, sedangkan jumlah sampel berdasarkan teknik Proportional Random Sampling adalah 135 peserta didik.Instrumen penelitian berupa instrumen tes penalaran formal dan pemahaman konsep fisika. Validasi instrumen menggunakan uji gregori dan dilanjutkan dengan validasi empirik. Berdasarkan analisis statistik deskriptif diperoleh bahwa penalaran formal dengan pemahaman konsep peserta didik berada pada kategori sedang. Sedangkan berdasarkan analisis statistik inferensial, hasil uji korelasi product moment diperoleh nilai r hitung 0,584. Nilai r hitung yang bernilai positif menunjukkan hubungan antar variabel bernilai positif. Hasil pengujian signifikansi diperoleh 0,01 kurang dari 0,05 sehingga dapat dikatakan hubungan penalaran formal dengan pemahaman konsep fisika signifikan. Berdasarkan hasil penelitian dapat disimpulkan bahwa hubungan antara penalaran formal dengan pemahaman konsep fisika positif dan signifikan.  

Kata kunci: pembelajaran fisika, penalaran formal, pemahaman konsep.

DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp72-83