PEMIKIRAN SISWA KETIKA MENYELESAIKAN SOAL-SOAL TEXTBOOK DAN REAL-WORLD

Yeyehn Dwi Sugara, Sutopo Sutopo, Eny Latifah

Abstract


The study aimed to find students’ ideas in solving oscillation harmonic motion, spesifically frequence of mass-spring system. The study conducted on 36 students in one of Malang state high school. Multiple choice with reason were used as instrument. The result show that most of students were more expert on solving texbook problem than real-world problem. Most of students’ argument on real world problem  were not relevant. The dificculty was not caused by students’ blank slate but by recalling failed.

Penelitian ini bertujuan untuk mengetahui pemikiran-pemikiran siswa dalam menyelesaikan persoalan terkait gerak osilasi, khususnya pada topik frekuensi sistem pegas-massa. Penelitian dilakukan di salah satu SMA Negeri di Malang dengan subjek penelitian sebanyak 36 siswa. Penelitian dilakukan dengan memberikan soal-soal pilihan ganda beralasan. Hasil penelitian menunjukkan bahwa siswa lebih mahir dalam menyelesaikan soal textbook dibandingkan soal-soal real-world. Argumen yang dipaparkan siswa pada soal-soal real-world kebanyakan tidak relevan dengan persoalan yang diberikan. Kesulitan siswa ini bukan karena siswa tidak memiliki pengetahuan terkait dengan persoalan, namun karena gagal memanggilnya.


Keywords


mastery of concepts; penguasaan konsep; resource; real-world problem;

Full Text:

PDF

References


Baser, M. 2006. Fostering Conceptual Change by Cognitive Conflict Based Instruction on Students Understanding of Heat and Temperature Concepts. Eurasia Journal of Mathematics, Science, and Technology Education, 2 (2):96—114.

Bektasli, B., Cakmakci, G. 2011. Consistency of students’ ideas about the concept of rate across different contexts, Education and Science, 36 (162):273—287.

diSessa, A. A., Gillespie, N., & Esterly, J. 2004. Coherence vs. Fragmentation in the Development of the Concept of Force, Cogn. Sci. 28: 843.

Docktor, J. L. & Mestre, J. P. 2014. Synthesis of Discipline-Based Education Research in Physics. Physical Review Special Topics-Physics Education Research, 10 (2): 1—58.

Halloun, I & Hestenes, D. 1987. The Relation between Problem Categorization and Problem Solving Among Expert and Novice. Memory and Cognitiion, 17 (5): 627—638.

Halloun, I.A. & Hestenes, D. 1985. "The initial knowledge state of college physics students”. American Journal of Physics, 53: 1043.

Hammer, D. 1996. More than misconceptions: Multiple Perspectives on Student Knowledge and Reasoning and Anappropriate Role for Education Research. American Journal of Physics, 64 (10):1316—1325.

Hammer, D. 2000. Student Resources for Learning Introductory Physics. American Journal of Physics, 68 (7):52—59.

Knight, R. D. 2013. Physics for Scientists and Engineers: A Strategi Approach. USA: Pearson Education.

Limon, M. 2001. On the Cognitive Conflict as an Instructional Strategy for Conceptual Change: A Critical Appraisal. Learning and Instruction 1 (11):357—380.

Serway, R. A. & Jewett, J. W. 2014. Physics for Scientist and Enginers. 9th Edition. Thomson Brooks.




DOI: http://dx.doi.org/10.17977/jptpp.v2i11.10227

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Yeyehn Dwi Sugara, Sutopo Sutopo, Eny Latifah

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


JPtpp is accredited “Rank 2” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated October 24, 2018, No: 30/E/KPT/2018, effective for five years from Volume 3 Issue 1, 2018 until Volume 7 Issue 8, 2022.


Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal Of Education

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License