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Journal > JURNAL PEMBELAJARAN FISIKA > PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DISERTAI METODE EKSPERIMEN UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR FISIKA SISWA KELAS XI IPA 3 SMA MUHAMMADIYAH 3 JEMBER

 

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JURNAL PEMBELAJARAN FISIKA
Vol 3, No 4 (2015)
PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DISERTAI METODE EKSPERIMEN UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR FISIKA SISWA KELAS XI IPA 3 SMA MUHAMMADIYAH 3 JEMBER
Article Info   ABSTRACT
Published date:
16 Apr 2015
 
This research purpose to: (1)find misconception about some dynamic electricity concepts are occurred of Senior High Schoolstudents,(2)describethe reasoning factorsof misconception about some dynamic electricity concepts areoccurred of Senior High School students, (3) describe the finalconceptions ofSenior High School students afterremedy instructional of misconception about some dynamic electricity conceptsthrough PhET simulation followed by worksheet (LKS). The kind of reseacrhis descriptive. The research is done to Senior High School students who ever got the dynamic electricity concepts before. The data which submittedare in form ofqualitativeand quantitativedata. The qualitativedata is in form of student misconceptionsand the reasoning factors of student misconceptions. The quantitativedata are in form of student misconception percentagesbeforeand aftermisonception remedy. The technique of data collecting is done by diagnostic test (pre-test), post-test, and interview. The data are analyzed descriptively through percentage. The result of researchare: (1) The misconception of student areconcept of voltage source,electric charges,series electric resistance circuit,the law of Kirchhoff I,electric resistance,paralel electric resistane circuit,Ohm law,the law of Kirchhoff II,voltage, and electric currrent with percentage in a series 67%, 31,6%, 69,7%, 34,4%, 36,7%, 50%, 52,9%, 35,3%, 58,8%, 42,6%, 31,6%.(2) The causefactors of student misconceptions based on studentself is caused by 26% of students use their daily language, 12% of students use the students association, 13% of studentsusetheir wrong intuition, and 20% of studentsuse humanistic viewing, and 13% of studentsuse their limited experienceto solve physic problems. (3) The percentage number of studens misconception decrease in concepts ofvoltage source, electric charges, series electric resistance circuit, the law of Kirchhoff I,electric resistance, paralel electric resistane circuit, Ohm law, the law of Kirchhoff II, voltage, and electric currrent in a series 53%, 62.3%, 50%, 34.4%, 44.2%, 39.7%, 27.9%, 24.5%, 13.9%, dan 22,8%. The research conclusion are: (1) Misconceptions about dynamic electricity concepts of Senior High School Student are concept of voltage source, electric chargescircuitseries electric resistance, the law of Kirchhoff I, electric resistanceparalel electri, resistane circuit, Ohm law, the law of Kirchhoff II, voltage, and electric currrent. (2) the cause factors of student misconceptions are daily language, students association, wrong intuition, andhumanistic viewing, and limited experience. (3)After remedy instructional by PhET simulation, the number of students misconceptions are decreased from medium to low category.
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