GAYA BELAJAR DAN MISKONSEPSI SISWA PADA KONSEP REDOKS DI SMA NEGERI I SUMENEP
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Feb 21, 2018
Keywords:
Gaya Belajar, Miskonsepsi
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Abstract
Tujuan penelitian ini yaitu untuk memetakan dan menganalisis gaya belajar yang dimiliki siswa miskonsepsi dan menentukan adanya keterkaitan antara gaya belajar dengan miskonsepsi siswa pada konsep kimia. Penelitian ini menggunakan metode penelitian pre-eksperimental dan bentuk desainnya adalah One Shot Case Study. Sampel penelitian ini adalah siswa kelas XI MIA 4 dan XI MIA 6 sejumlah 67 siswa. Pengumpulan data dilakukan melalui tes dan observasi. Teknik analisis data dilakukan dengan reduksi data, paparan data, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa: (1) Peta gaya belajar siswa menunjukkan bahwa siswa yang mengalami miskonsepsi mempunyai gaya belajar yang beragam dan didominasi oleh gaya belajar sensing-intuitive seimbang, visual-verbal seimbang, active-reflektive seimbang dan sequential-global seimbang; (2) Berdasar hasil uji Chi- Square diperoleh bahwa ada hubungan antara gaya belajar siswa dengan miskonsepsi siswa pada dimensi persepsi dan dimensi input gaya belajar siswa.
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How to Cite
Fajarianingtyas, D. A., Herowati, H., & Yuniastri, R. (2018). GAYA BELAJAR DAN MISKONSEPSI SISWA PADA KONSEP REDOKS DI SMA NEGERI I SUMENEP. LENSA (Lentera Sains): Jurnal Pendidikan IPA, 7(1). https://doi.org/10.24929/lensa.v7i1.21
References
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Arslan, H.O., Cigdemoglu, C., and Moseley, C.. 2012. “A Three-Tier Diagnostic Test to Assess Pre-Service Teachers’ Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain.†International Journal of Science Education, 34(11),1667–1686.
Aryungga, S.D.E. (2014). Identifikasi Gaya Belajar Siswa yang Mengaami Miskonsepsi Resisten Pada Konsep Kimia (Skripsi sarjana pendidikan tidak dipublikasikan). Universitas Negeri Surabaya.
Baharuddin dan Wahyuni E. N. 2010. Teori Belajar dan Pembelajaran. Yogyakarta: Ar-Ruzz Bandler, R. and Grinder, J.. 1979. Frogs into Princes. Moab Real: People Press.
Bao, L. and Redish, E.F. (2001). “Model Analysis: Assessing The Dynamics of student Learning.
Barbe, W.B. and Milone, M. N.. 1981. "What We Know About Modality Strengths". Educational Leadership. Hal. 378-380.
Barke, H.D., Al Hazari, and Yitbarek, S. 2009. Misconceptions in Chemistry. Berlin: Springer Link.
Berg, K.E. and Latin, R.W. (1996). Essentials of Research Methods in Health, Physical Education, Exercise Science, and Recreation Third Edition. Cina: Lippicott Williams, a Wolters Kluwer busines.
Dahar, Ratna Wilis. 1989. Teori-teori Belajar. Jakarta: Erlangga.
Dahar, R.W. (2011). Teori-teori Belajar dan Pembelajaran. Bandung: Erlangga.
Dindar, Ayla Cetin dan Geban, Omer. 2011. “Development of a Three-tier Test to Assess High School Students’ Understanding of Acids and Bases.†Procedia Social and Behavioral Sciences, Vol. 15, Hal. 600–604.
Djarwanto. 1985. Statistik Nonparametrik. Yogyakarta: BPFE.
Effendy. 2002. Upaya untuk Mengatasi Kesalahan Konsep dalam Pengajaran Kimia dengan Menggunakan Strategi Konflik Kognitif. Media Komunikasi Kimia, Vol. 6, No. 2, Hal. 1-22.
Felder, Richard M.. 1993. "Reaching the Second Tier: Learning and Teaching Styles in College Science Education.†J. College Science Teaching, Vol. 2, No. 5, Hal. 286-290.
Felder, Richard M and Silverman, Linda. 1988"Learning and Teaching Styles in Engineering Education.†Engineering Education. Hal. 674-681.
Felder, Richard M. & Brent, Rebecca. 2005. "Understanding Student Differences.†Journal of Engineering Education, Vol. 942, No. 1, Hal. 286-290.
Ibrahim, Muslimin. 2012. Seri Pembelajaran Inovatif: Konsep, Miskonsepsi dan Cara Pembelajarannya. Surabaya: Unesa University Press.
Kang, S.L., Scharmann, T. (2004). “Reexamining The Role of Cognitive Conflict in Science Concept Learning.†Research in Science Education. Vol.34, pp.71-96.
Lee, G., Kwon, J., Park, S.S., Kim, J.W., Kwon, H.G. and Park, H.K. (2003). “Development of an Instrument for Measuring Cognitive Conflict in Secondary-Level Science Classes.†Journal of Research in Science Teaching. Vol.40 No.6, pp.585-603.
Nur M., Wikandari P. R., dan Sugiarto B.. 1999. Teori Belajar. Surabaya: Unesa University Press.
Nursalim, Mochamad, dkk.. 2007. Psikologi Pendidikan. Surabaya: Unesa University Press.
Pesman, H., and Eryilmaz, A.. 2010. “Development of a Three-Tier Test to Assess Misconceptions About Simple Electric Circuits.†The Journal of Educational Research, Vol. 103, Hal. 208-222.
Sen, Senol dan Yilmaz, Ayha. 2012. “The effect of learning styles on students’ misconceptions and selfefficacy for learning and performance.†Procedia - Social and Behavioral Sciences, Vol. 46, Hal. 1482-1486.
Sugiyono. 2007. Statistika untuk Penelitian. Bandung: Alfabeta.
Sugiyono. 2011. Metode Penelitian Kuantitatif Kualitatif Dan R&D. Bandung: Alfabeta.
Suparno, P. (1997). Filsafat Konstruktivisme dalam Pendidikan. Yogyakarta: Kanisius.
Suparno, Paul. 2012. Miskonsepsi dan Perubahan Konsep Pendidikan Fisika. Jakarta: PT. Gramedia Widiasarana Indonesia.
Sudjana. 2005. Metode Statistika. Bandung: Tarsito.
Suyono dan Hariyanto. 2011. Belajar dan Pembelajaran Teori dan Konsep Dasar. Bandung: PT Remaja Rosda.
Uyanto, S. S.. 2009. Pedoman Analisis Data dengan SPSS. Yogyakarta: Graha Ilmu.
Wiradana, I Wayan Gede. 2012. “Pengubahan Miskonsepsi Siswa SMP Melalui Penciptaan Lingkungan Belajar Konstruktivis Berbasis Masalah Nyata.†Jurnal Pendidikan dan Pengajaran. Jilid 45. Nomor 2. Hal. 130-140.
Yuniastri, Ratih. 2015. Pengembangan Perangkat Pembelajaran Berbasis Gaya Belajar Siswa Untuk Mendukung Pembelajaran Remediasi Miskonsepsi Pada Materi Reaksi Redoks (Tesis magister pendidikan tidak dipublikasikan). Universitas Negeri Surabaya.
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