Penguasaan Konsep Peserta Didik pada Materi Usaha dan Energi melalui Pembelajaran Authentic Berbasis Inquiry for STEM Education
Abstract
Abstract: This study aims to determine the effect of authentic learning based on inquiry for STEM educaton on mastery of students' concepts in work and energy material. Research was conducted on 1 class. The results of this study were seen from the values before being treated using authentic learning based on inquiry for STEM education after being treated using the same learning. The sample of this study was 32 students in class X at SMA Katolik St. Familia Wae Nakeng. The instrument used is a matter of number 5 essay. Data is analyzed qualitatively and quantitatively (N-Gain, effect size). The results show that authentic learning based on inquiry for STEM education affects the mastery of students' concepts, especially in work and energy materials.
Abstrak: Penelitian ini bertujuan untuk mengetahui menguji pembelajaran authentic berbasis inquiry for STEM education terhadap penguasaan konsep peserta didik pada materi usaha dan energi. Penelitian dilakukan terhadap satu kelas. Hasil penelitian ini dilihat dari rata-rata nilai sebelum diberi perlakuan menggunakan pembelajaran authentic berbasis inquiry for STEM education dengan rata-rata nilai setelah diberi perlakuan dengan menggunakan pembelajaran yang sama. Sampel penelitian ini berjumlah 32 peserta didik kelas X. Instrumen yang digunakan adalah soal esai lima nomor. Data dianalisis secara kualitatif dan kuantitatif (N-gain, effect size). Hasil ini menunjukkan bahwa pembelajaran authentic berbasis inquiry for STEM education nmemengaruhi penguasaan konsep peserta didik terutama pada materi usaha dan energi.Keywords
Full Text:
PDFReferences
Anderson, L. W., & Krathwohl, D. R. (2010). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen. Yogyakarta: Pustaka Belajar.
Arikunto, A. (2009). Metodologi Penelitian. Jakarta: Rajawali Press.
Besson, U. (2001). Work and Energy in the Presence of Friction: The Need for a Mesoscopic Analysis. European Journal of Physics, 22(6), 613–622. https://doi.org/10.1088/0143-0807/22/6/306
Chi, Peltovich, & Glaser. (1981). Categorization and Representation of Physics Problems by Experts and Novices. Cognitive Science: A Multidisciplinary Journal, 5(2), 121–152. https://doi.org/10.1207/s15516709cog0502_2
Çinar, S., Pirasa, N., Uzun, N., & Erenler, S. (2016). The Effect of STEM Education on Pre-Service Science Teachers’ Perception of Interdisciplinary Education. Journal of Turkish Science Education, 13(Specialissue), 118–142. https://doi.org/10.12973/tused.10175a
Han, S., Capraro, R., & Capraro, M. M. (2015). How Science, Technology, Engineering, and Mathematics (STEM) Project-Based Learning (PBL) Affects High, Middle, and Low Achievers Differently: The Impact of Student Factors on Achievement. International Journal of Science and Mathematics Education, 13(5), 1089–1113. https://doi.org/10.1007/s10763-014-9526-0
Herrington, J., & Oliver, R. (2000). An Instructional Design Framework for Authentic Learning Environments. Educational Technology Research and Development, 48(3), 28–48.
Iucu, R. B., & Marin, E. (2014). Authentic Learning in Adult Education. Procedia - Social and Behavioral Sciences, 142, 410–415. https://doi.org/10.1016/j.sbspro.2014.07.702
Kennedy, T. J., & Odell, M. R. L. (2014). Engaging Students in STEM Education. Science Education International, 25(3), 246–258.
Lindsey, B. A., Heron, P. R. L., & Shaffer, P. S. (2012). Student Understanding of Energy: Difficulties Related to Systems. American Journal of Physics, 80(2), 154–163. https://doi.org/10.1119/1.3660661
Lombardi, B. M. M., & Oblinger, D. G. (2007). Approaches That Work : How Authentic Learning is Transforming Higher Education. Learning, 1–16.
Lombardi, M. M. (2007). Authentic Learning for the 21st Century: An Overview. Learning, 1, 1–7.
Manjarres, D. A., Herrera, W. J., Diaz, R. A., Manjarres, D. A., Herrera, W. J., & Diaz, R. A. (2013). Work and Energy in Rotating Systems. American Journal of Physics, 81(8)597. https://doi.org/10.1119/1.4807897
Mims, C. (2003). Authentic Learning: A Practical Introduction & Guide for Implementation. Meridian: A Middle School Computer Technologies Journal, 6(1), 1–5.
Muchoyimah, S., Kusairi, S., & Mufti, N. (2016). Identifikasi Kesulitan Siswa pada Topik Usaha dan Energi. Pros. Semnas Pend IPA Pascasarjana UM, Vol. 1, pp. 492–500.
Murphy, P., Lunn, S., & Jones, H. (2006). The Impact of Authentic Learning on Students’ Engagement with Physics. The Curriculum Journal, 17(3), 229–246. https://doi.org/10.1080/09585170600909688
Ng, C. H., & Adnan, M. (2018). Integrating STEM Education through Project-Based Inquiry Learning (PIL) in Topic Space among Year One Pupils. IOP Conference Series: Materials Science and Engineering, 296(1). https://doi.org/10.1088/1757-899X/296/1/012020
Nursalam, A. A. (2016). Peningkatan Pemahaman Konsep Mata Pelajaran Fisika dengan Menerapkan Model Pembelajaran Evidence Based Learning dalam Pelaksanaan Guided Inquiry, 4(1), 40–43.
Panasan, M., & Nuangchalerm, P. (2010). Learning Outcomes of Project-Based and Inquiry-Based Learning Activities. Journal of Social Sciences, 6(2), 252–255.
Rahmawati., Hasan, M., & Haji, A. G. (2014). Meningkatan Motivasi dan Penguasaan Konsep Siswa SMA pada Pokok Bahasan Larutan Asam Basa dengan Metode Pembelajaran Inkuiri Terbimbing. Jurnal Pendidikan Sains Indonesia, 2(1), 65–74.
Selçuk, G. S., & Çalýskan, S. (2008). The Effects of Problem Solving Instruction on Physics Achievement, Problem Solving Performance and Strategy Use. Latin American Journal of Physics Education, 2(3), 161–166.
Sherwood, B. A. (2014). Pseudowork and Real Work. American Journal of Physics, 51(7). https://doi.org/10.1119/1.13173
Singh, C., Rosengrant, D., Singh, C., & Rosengrant, D. (2013). Multiple-Choice Test of Energy and Momentum Concepts Multiple-Choice Test of Energy and Momentum Concepts. 607(2003). https://doi.org/10.1119/1.1571832
Tangkas, I. M. (2012). Pengaruh Implementasi Model Pembelajaran Inkuiri Terbimbing terhadap Kemampuan Pemahaman Konsep dan Keterampilan Proses Sains Siswa Kelas X SMAN 3 Amlapura. Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 2(1), 1-17.
Yıldırım, B. (2016). Examination of the Effects of STEM Education Integrated as a Part of Science, Technology, Society and Environment Courses. https://doi.org/10.14687/jhs.v13i3.387
DOI: http://dx.doi.org/10.17977/jptpp.v4i6.12481
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 Maria Yosefina Pranita, Hari Wisodo, Lia Yuliati
![Creative Commons License](http://i.creativecommons.org/l/by-sa/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License |