REAL VERSUS VIRTUAL EXPERIMENT DALAM PEMBELAJARAN INKUIRI: UJI BEDA TERHADAP PENINGKATAN PENGUASAAN KONSEP SISWA SMA
DOI:
https://doi.org/10.31002/nse.v2i1.492Keywords:
pembelajaran inkuiri, real eksperimen, virtual eksperimen, penguasaan konsepAbstract
Penelitian ini bertujuan untuk mendapatkan gambaran perbedaan peningkatan penguasaan konsep siswa yang proses pembelajarannya menggunakan pembelajaran inkuiri berbasis real experiment dibandingkan dengan menggunakan pembelajaran inkuiri berbasis virtual experiment. Penelitian ini menggunakan metode quasi experiment, dengan desain penelitian nonequivalent control group pretest-posttest. Populasinya adalah seluruh siswa kelas X pada salah satu SMA negeri di kabupaten Magelang. Sampel sebanyak dua kelas, dipilih secara purposive sampling. Satu kelas sebagai kelas eksperimen yang proses pembelajaran menggunakan pembelajaran inkuiri berbasis virtual eksperimen, dan satu kelas sebagai kelas kontrol yang proses pembelajarannya menggunakan pembelajaran inkuiri berbasis real eksperimen. Instrumen dalam penelitian ini adalah instrumen tes esaay untuk mengukur penguasaan konsep. Hasil penelitian menunjukan bahwa terjadi peningkatan penguasaan konsep siswa baik yang menerapkan pembelajaran inkuiri berbasis real experiment maupun virtual experiment. Keduanya memiliki kategori peningkatan sedang.
References
R. Howard, ”Classifying types of concept and conceptual structure: Some taxonomies,” European Journal of Cognitive Psychology. vol. 4, no. 2, pp. 81-11, 2015.
Siswanto, I. Kaniawati. A. Suhandi, “Penerapan Model Pembelajaran Pembangkit Argumen Menggunakan Metode Saintifik untuk Meningkatkan Kemampuan Kognitif dan Keterampilan Berargumentasi Siswa,” Jurnal Pendidikan Fisika Indonesia, vol. 10, no. 2, pp. 104-116, 2014.
Ugulu, “Determination of Retention of Students Knowledge and the Effect of Conceptual Understanding,” Biotechnology & Biotechnological Equipment, vol. 23, sup1, pp. 14-18, 2009.
N. Nsungo, U. Arikpo, “Teaching Physics for Retention. International Journal of Modern Management Sciences,” vol. 2 no. 1, pp. 18-25, 2013.
C.J. Wenning, “Experimental inkuiri in introductory physics courses,” Journal of Physics Teacher Education, vol. 6 no. 2, pp. 2-8, 2011.
W. Harlen, “Helping children’s development of inkuiri skills,” Inkuiri in primary science education (IPSE), vol. 1, pp. 5-19, 2014.
J.K. Gilbert and M. Reiner, “Thought experiments in science education: potential and current realization,” International Journal of Science Education, vol. 22, no. 3, pp. 265-283, 2010.
C. Stern, C. Echeverria, D. Porta, “Teaching Physics through Experimental Projects,” Procedia IUTAM, vol. 20, pp. 189-194, 2017.
C.Z. Zacharia, P.C. Costantinou, “Comparing the influence of physical and virtual manipulatives in the context of the Physics by Inquiry curriculum: The case of undergraduate students’ conceptual understanding of heat and temperature,” American Journal Physics, vol. 76, pp. 425-430. 2008a.
C.Z. Zacharia, J. Olympiou, “Physical versus virtual manipulative experimentation in physics learning,” Learning and Instruction, vol. 21, pp. 317–331, 2011b.
J. Olympiou, C.Z. Zacharia, “Blending Physical and Virtual Manipulatives: An Effort to Improve Students’ Conceptual Understanding Through Science Laboratory Experimentation,” Science Education, vol. 96, no. 1, pp. 21-47, 2012.
S.L. Myneni, H.N. Narayanan, S. Rebello, A. Rouinfar and S. Pumtambekar, “An Interactive and Intelligent Learning System for Physics Education,” IEEE Transactions On Learning Technologies, vol. 6 no. 3, pp. 228-239, 2013.
S. Sullivan,, D. Gnesdilow, S. Puntambekar, S. Kim, “Middle school students’ learning of mechanics concepts through engagement in different sequences of physical and virtual experiments,” 2017.
LW Anderson, and DR Krathwohl, “A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives,” New York: Longman, 2001.
Winkel, “Psikologi Pengajaran,” Yogyakarta: Media Abadi, 2004.
J. W. Santrock, “Psikologi Pendidikan Edisi Kedua,” Jakarta: Kencana Prenada Media Group, 2008.
M. W. Matlin, “Cognitive Psychology Seventh Edition,” Asia: John Wiley & Sons, Inc, 2009.
L. Deslauriers, C. Wiemen, “Learning and retention of quantum concepts with different teaching methods. Physical review special topics- physics education research,” vol. 7, no. 1, pp. 1-6, 2011.
R.R. Hake, “Interactive-engagement vs traditional methods: A six thousand student survey of mechanic test data for introductory physics courses,” Journal of Physics, vol. 66, no. 1, pp. 64-74, 1999.
Downloads
Published
Issue
Section
License
The authors who submit the manuscript hold almost all copyrights. However, the right of publication is transferred to Indonesian Journal of Natural Science Education. The right includes the rights to publish their article for the first time and to reproduce and distribute the article, including reprints, translations, photographic reproductions, microform, electronic form (offline, online) or any other reproductions of similar nature. This is copyright transfer form (Download) that must be signed by the corresponding author. After Journal of Natural Science and Integration published the article, the authors have the right to deposit it or republish it.
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows:
Indonesian Journal of Natural Science Education is licensed under a Creative Commons Attribution 4.0 International License.
you are free to:
Share — copy and redistribute the material in any medium or format
Adapt — remix, transform, and build upon the material
for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as you follow the license terms.
