Exploration of the Eleventh Graders Difficulties in Understanding Procedural and Declarative Knowledge in the Laboratory Experiment of Heat Transfer
Abstract
Abstract The purpose of this study was to describe the factors that caused class XI students to have difficulty mastering procedural knowledge and declarative knowledge in heat experiments at Senior High School 1 Gowa. Pseudo-experiment with a population of 5 (five) class XI with a randomly selected sample of one class XI consisting of 50 students. The tests used procedural knowledge, declarative knowledge and valid and reliable questionnaires. Processing data using descriptive statistics. The findings of this study include that physics teachers do not practice declarative indicators, physics teachers do not practice procedural, the average score of declarative and procedural knowledge is medium and low respectively. The reason students have difficulty mastering procedural knowledge and declarative knowledge is because physics teachers rarely train and teach procedural knowledge and declarative knowledge, and students are rarely given the opportunity to develop their potential in the domains of low-level thinking and high-order thinking.
Keywords declarative knowledge, procedural knowledge, physics learning.
Abstrak Tujuan penelitian ini untuk mendeskripsikan faktor-faktor yang menyebabkan siswa kelas XI kesulitan menguasai pengetahuan prosedural dan pengetahuan deklaratif pada percobaan kalor di sekolah menengah Atas 1 Gowa. Ekperimen semu dengan jumlah populasi 5 (lima) kelas XI dengan sampel satu kelas XI yang dipilih secara acak terdiri 50 siswa. Tes yang digunakan pengetahuan prosedural, pengetahuan deklaratif dan angket yang valid dan reliabel. Pengolahan data menggunakan statistik deskriptif. Temuan penelitian ini diantaranya adalah guru fisika kurang melatihkan indikator deklaratif, guru fisika kurang melatihkan prosedural, rata-rata skor pengetahuan deklaratif dan prosedural masing-masing kategori sedang dan rendah. Penyebab siswa mengalami kesulitan menguasai pengetahuan prosedural dan pengetahuan deklaratif karena guru fisika jarang melatihkan dan mengajarkan pengetahuan prosedural dan pengetahuan deklaratif, dan siswa jarang diberikan kesempatan untuk mengembangkan potensinya pada domain berpikir tingkat rendah dan berpikir tingkat tinggi.
Kata kunci pengetahuan deklaratif, pengetahuan procedural, pembelajaran fisika.
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