Article Sidebar

Submitted
August 8, 2021
Published
May 24, 2022
Download
PDF
Statistic
Read Counter : 327 Download : 345

Main Article Content

Abstract

ABSTRAK

 

Penelitian ini bertujuan untuk mengidentifikasi pengetahuan siswa kelas XI tentang fluida dinamis melalui tes diagnostik four-tier setelah mengikuti pembelajaran daring. Jenis penelitian adalah penelitian deskriptif kuantitatif yang dilakukan pada 142 siswa kelas XI MIPA SMAN 6 Kota Bengkulu. Pengumpulan data melalui tes diagnostik four-tier yang terdiri dari tingkat pertama berisi pertanyaan dengan lima pilihan jawaban, tingkat kedua adalah keyakinan siswa menjawab soal tersebut, tingkat ketiga adalah alasan dari jawaban tingkat pertama dengan lima pilihan jawaban dan tingkat keempat adalah keyakinan akan jawaban alasan tesebut. Instrumen penelitian yang digunakan menggunakan lembar tes. Teknik analisis data yang dilakukan terdiri dari 3 tahap yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa sebanyak 106 siswa dari 142 siswa mengalami miskonsepsi; 30 siswa tidak paham konsep; dan 6 siswa termasuk tidak paham konsep dan miskonsepsi. Butir soal yang mengalami miskonsepsi tertinggi (78,9%) terdapat pada soal tentang persamaan hukum Bernoulli.

 

Kata  kunci— Pengetahuan Siswa, Miskonsepsi, Tes Diagnostik Four-Tier, Fluida Dinamis

 

ABSTRACT

 

The research focuses on identifying the knowledge of dynamic fluids of student of class XI MIPA SMAN 6 Bengkulu City after online learning through a four-tier diagnostic test. The method of research was descriptive quantitative research and research subject were 142 students of class XI MIPA SMAN 6 Bengkulu City. Data collection was carried out by administering four-tier diagnostic tests to students with the first tier containing questions with five answer choices, the second tier is the students’ confidence in answering the questions, the third tier is the reason for the answer to the first tier with five answer choices and the fourth tier is the students’ confidence in answering the reason. The research instrument used a diagnostics test. The data analysis technique was done by 3 stages, namely data reduction, data presentation, and drawing conclusions. The results of this research showed that 106 students out of 142 students had misconceptions; 30 students did not understand the concepts; and 6 students were categorized as misconceptions. The item with the highest misconception (78.9%) related to Bernoulli's law equations.

 

Keywords—Students Knowledge, Misconceptions, Four-Tier Diagnostic Test, Dynamic Fluids

Article Details

License

Authors who publish in this journal agree with the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
  4. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

• Creative Commons Attribution-ShareAlike (CC BY-SA)

Creative Commons License

AMPLITUDO: Jurnal Ilmu dan Pembelajaran Fisika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

References

  1. Setiadi H. Pelaksanaan penilaian pada Kurikulum 2013. J Penelit dan Eval Pendidik. 2016;20(2):166–78.
  2. Kemendikbud. Permendikbud 24 tahun 2016. Jakarta. 2016;2025:5.
  3. Taufik A. Filsafat Ilmu : Hakikat Mencari Pengetahuan. Yogyakarta: Deepublish; 2016.
  4. Adams NE. Constructivism: reflections on twenty five years teaching the constructivist approach in medical education. Int J Med Educ. 2015;7(July):200–5.
  5. Permendikbud 2016. Permendikbud Nomor 21 Tahun 2016. 2016 p. 1-5
  6. Kurniawati DM, Ermawati FU. The Validity of Four-Tier’s Misconception Diagnostic Test for Dynamic Fluid Concepts. Inov Pendidik Fis. 2019;08(02):668–71.
  7. Song L, Singleton ES, Hill JR, Koh MH. Improving Online Learning: Student Perceptions of Useful and Challenging Characteristics. Internet High Educ. 2004;7(1):59–70.
  8. Napsawati N. Analisis Situasi Pembelajaran Ipa Fisika Dengan Metode Daring Di Tengah Wabah Covid-19. Karst J Pendidik Fis dan Ter. 2020;3(1):96–102.
  9. Mulyadi E. Pembelajaran Daring Fisika Melalui Whatsapp, Google Form, Dan Email Dalam Capaian Presensi Aktif Dan Hasil Belajar Peserta Didik. J Karya Ilm Guru. 2020;5(1):34–41.
  10. Nahjiah A. Pembelajaran Buku Ajar. Yogyakarta: Interpena; 2015.
  11. Rusilowati A. Pengembangan Tes Diagnostik Sebagai Alat Evaluasi Kesulitan Belajar Fisika. J Mat dan Pembelajaran Fis. In: Prosiding Seminar Nasional Fisika dan Pendidikan Fisika. Semarang: Universitas Negeri Semarang; 2015.
  12. Aprita DF, Supriadi B, Prihandono T. Identifikasi Pemahaman Konsep Fluida Dinamis Menggunakan Four Tier Test Pada Siswa SMA. J Pembelajaran Fis. 2018;7:315–21.
  13. Iswana LF, Setyarsih W, Kholiq A. Identifikasi Miskonsepsi Siswa Materi Fluida Dinamis Melalui Instrumen Three-Tier Diagnostic Test. J Inov Pendidik Fis. 2016;05(03):170–3.
  14. Fariyani Q, Rusilowati A, Sugianto. Pengembangan Four-Tier Diagnostic Test Untuk Mengungkap Miskonsepsi Fisika Sisa SMA Kelas X. J Innov Sci Educ. 2015;4(2):41–9.
  15. Agustini A. Identifikasi Miskonsepsi Siswa Menggunakan Tes Diagnostik Four-Tier Berbantuan Google Formulir Pada Konsep Fluida Dinamis Di SMA Negeri 1 Parung. Universitas Islam Negeri Syarif Hidayatullah; 2019.
  16. Fraenkel JR, Wallen NE, Hyun HH. How To Design And Evaluate Research In Education. 8th ed. New York: Graw Hill; 2012. p. 283.
  17. Kurniawan Y. Investigasi level miskonsepsi pada Hukum III Newton. J Ris dan Kaji Pendidik Fis. 2018;5(1):17.
  18. Klein P, Ivanjek L, Dahlkemper MN, Jeli?i? K, Geyer MA, Küchemann S, et al. Studying Physics During The COVID-19 Pandemic: Student Assessments of Learning Achievement, Perceived Effectiveness of Online Recitations, and Online Laboratories. Phys Rev Phys Educ Res. 2021;17(1):1–11.
  19. Abdullah M. Fisika Dasar I. Bandung: Institut Teknologi Bandung; 2016.
  20. Dewi FH, Samsusdin A, Nugraha MG. An investigation of students ’ conceptual understanding levels on fluid dynamics using four-tier test An investigation of students ’ conceptual understanding levels on fluid dynamics using four-tier test. J Phys Conf Ser. 2019;
  21. Kaniawati I, Utari S. Analisis Didaktik Pembelajaran yang Dapat Meningkatkan Korelasi antara Pemahaman Konsep dan Kemampuan Pemecahan Masalah Siswa SMA pada Materi Fluida Dinamis. J Pen dan Pengembangan Pendidik. 2015;1:111–8.
  22. Saputra O, Setiawan A, Rusdiana D. Identifikasi Miskonsepsi Siswa Sekolah Menengah Atas ( SMA ) pada Topik Fluida Dinamis. J Kreat Online. 2017;7(3):22–33.