PENGARUH MODEL PEMBELAJARAN PERUBAHAN KONSEPTUAL TERHADAP PEMAHAMAN KONSEP SISWA DITINJAU DARI GAYA KOGNITIF
Abstract
Tujuan penelitian ini adalah menganalisis (1) perbedaan pemahaman konsep antara kelompok siswa yang belajar dengan model pembelajaran perubahan konseptual dan model pembelajaran konvensional, (2) interaksi antara model pembelajaran dan gaya kognitif siswa terhadap pemahaman konsep, (3) perbedaan pemahaman konsep antara kelompok siswa yang belajar dengan model pembelajaran perubahan konseptual dan model pembelajaran konvensional untuk siswa yang memiliki gaya kognitif field independent, dan (4) perbedaan pemahaman konsep antara kelompok siswa yang belajar dengan model pembelajaran perubahan konseptual dan model pembelajaran konvensional untuk siswa yang memiliki gaya kognitif field dependent.
Penelitian ini tergolong eksperimen semu dengan rancangan post-test only control group design. Sampel penelitian ini adalah siswa kelas X semester 1 di SMA Negeri 1 Kubutambahan. Sampel diambil dengan teknik simple random sampling. Data gaya kognitif dikumpulkan dengan GEFT test dan data pemahaman konsep dikumpulkan dengan tes pemahaman konsep. Data yang diperoleh dianalisis secara statistik deskriptif dan ANAVA dua jalur dengan hasil sebagai berikut. Pertama, terdapat perbedaan pemahaman konsep antara kelompok siswa yang belajar dengan model pembelajaran perubahan konseptual dan model pembelajaran konvensional (F=52,958; p<0,05). Kedua, terdapat pengaruh interaktif antara model pembelajaran dan gaya kognitif siswa terhadap pemahaman konsep (F=4,927;p<0,05). Ketiga, terdapat perbedaan pemahaman konsep antara kelompok siswa yang belajar dengan model pembelajaran perubahan konseptual dan model pembelajaran konvensional untuk siswa yang memiliki gaya kognitif field independent (F=126,086; p<0,05). Keempat, terdapat perbedaan pemahaman konsep antara kelompok siswa yang belajar dengan model pembelajaran perubahan konseptual dan model pembelajaran konvensional untuk siswa yang memiliki gaya kognitif field dependent (F=66,388; p<0,05).
Kata Kunci : Perubahan konseptual, pemahaman konsep, dan gaya kognitif.
The aims of this study was to analyze: (1) the differences of concept understanding between student’s group who studied with conceptual change learning model and conventional learning, (2) analyze the interactive effects between cognitive style and learning model in concept understanding of the student’s, (3) the differences of concept understanding between student’s group who studied with conceptual change learning model and conventional learning model for student’s with field independent cognitive style , and (4) the differences of concept understanding between student’s group who studied with conceptual change learning model and conventional learning model for student’s with field dependent cognitive style.
This research is quasi experiments with post-test only control group design. The samples of this research were students of X SMAN 1 Kubutambahan. Samples were taken with a simple random sampling technique. Data were collected by the GEFT test and concept understanding test. Data were analyzed using descriptive statistics and two ways anova. Based on research, it was found. First, there are differences between the students of concepts understanding students are learning with conceptual change learning model and conventional learning model (F=52.958, p<0.05 ) . Second, there is an interactive effect between cognitive style and learning model of concepts understanding students (F=4.927, p<0.05). Third, there is a difference between the students of concepts understanding are learning with conceptual change learning model and conventional learning models for students who have a field independent cognitive style (F=126.086,p<0.05). Fourth, there is a difference between the students' of concepts understanding are learning with conceptual change learning model and conventional learning models for students who have a field dependent cognitive style (F=66,388; p<0,05).
keyword : conceptual change, understanding concepts , and cognitive style
Penelitian ini tergolong eksperimen semu dengan rancangan post-test only control group design. Sampel penelitian ini adalah siswa kelas X semester 1 di SMA Negeri 1 Kubutambahan. Sampel diambil dengan teknik simple random sampling. Data gaya kognitif dikumpulkan dengan GEFT test dan data pemahaman konsep dikumpulkan dengan tes pemahaman konsep. Data yang diperoleh dianalisis secara statistik deskriptif dan ANAVA dua jalur dengan hasil sebagai berikut. Pertama, terdapat perbedaan pemahaman konsep antara kelompok siswa yang belajar dengan model pembelajaran perubahan konseptual dan model pembelajaran konvensional (F=52,958; p<0,05). Kedua, terdapat pengaruh interaktif antara model pembelajaran dan gaya kognitif siswa terhadap pemahaman konsep (F=4,927;p<0,05). Ketiga, terdapat perbedaan pemahaman konsep antara kelompok siswa yang belajar dengan model pembelajaran perubahan konseptual dan model pembelajaran konvensional untuk siswa yang memiliki gaya kognitif field independent (F=126,086; p<0,05). Keempat, terdapat perbedaan pemahaman konsep antara kelompok siswa yang belajar dengan model pembelajaran perubahan konseptual dan model pembelajaran konvensional untuk siswa yang memiliki gaya kognitif field dependent (F=66,388; p<0,05).
Kata Kunci : Perubahan konseptual, pemahaman konsep, dan gaya kognitif.
The aims of this study was to analyze: (1) the differences of concept understanding between student’s group who studied with conceptual change learning model and conventional learning, (2) analyze the interactive effects between cognitive style and learning model in concept understanding of the student’s, (3) the differences of concept understanding between student’s group who studied with conceptual change learning model and conventional learning model for student’s with field independent cognitive style , and (4) the differences of concept understanding between student’s group who studied with conceptual change learning model and conventional learning model for student’s with field dependent cognitive style.
This research is quasi experiments with post-test only control group design. The samples of this research were students of X SMAN 1 Kubutambahan. Samples were taken with a simple random sampling technique. Data were collected by the GEFT test and concept understanding test. Data were analyzed using descriptive statistics and two ways anova. Based on research, it was found. First, there are differences between the students of concepts understanding students are learning with conceptual change learning model and conventional learning model (F=52.958, p<0.05 ) . Second, there is an interactive effect between cognitive style and learning model of concepts understanding students (F=4.927, p<0.05). Third, there is a difference between the students of concepts understanding are learning with conceptual change learning model and conventional learning models for students who have a field independent cognitive style (F=126.086,p<0.05). Fourth, there is a difference between the students' of concepts understanding are learning with conceptual change learning model and conventional learning models for students who have a field dependent cognitive style (F=66,388; p<0,05).
keyword : conceptual change, understanding concepts , and cognitive style
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Universitas Pendidikan Ganesha
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