PENERAPAN C-PBL (CONTEXT- AND PROBLEM BASED LEARNING) UNTUK MENTRANSFORMASI MODEL MENTAL PADA MATERI SUHU DAN KALOR PESERTA DIDIK

Mutiara Aulia Sabarrini, Taufik Ramlan Ramalis, Ika Mustika Sari

Abstract


Tujuan penelitian ini adalah untuk mengetahui penerapan C-PBL (Context-and Problem Based Learning) untuk mentransformasi model mental materi suhu dan kalor pada peserta didik SMA kelas XI MIPA 1 sebagai kelas eksperimen dan XI MIPA 3 sebagai kelas kontrol di salah satu SMAS Kota Bandung. Metode penelitian ini menggunakan pendekatan penelitian deskriptif kualitatif dengan sampel berjumlah 33 peserta didik di masing-masing kelas. Pengumpulan data menggunakan instrumen tes model mental berbentuk essai, dokumentasi, dan angket. Hasil penelitian menunjukkan bahwa persentase model mental yang dimiliki peserta didik adalah: model mental memiliki aspek pengetahuan, prediksi, eksplanasi, dan menggambar penggambaran. Dalam memahami model mental pada materi suhu dan kalor masih sangat rendah pada model mental drawing. Penyebab terbentuknya model mental peserta didik dipengaruhi oleh faktor internal dan eksternal.


Keywords


Transformasi ,Model Mental, Suhu dan Kalor

Full Text:

PDF

References


Baran, M., & Sozbilir, M. (2018). An Application of Context- and Problem-Based Learning (C-PBL) into Teaching Thermodynamics. Res Sci Educ, 48, 663-689. doi:10.1007/s11165-016-9583-1

Batlolona, J. R., & Souisa, H. F. (2020, Juni). Problem based learning: Students’ mental models on water conductivity concept. International Journal of Evaluation and Research in Education (IJERE), 9. From http://ijere.iaescore.com

Batlolona, J. R., Singerin, S., & Diantoro, M. (2020). Influence of Problem Based Learning Model on Student Mental Models. Jurnal Pendidikan Fisika Indonesia, 14-23.

Chia, L. &. (2005). Problem-Based-Learning: Using ill-structured problems in biology project work. Wiley Periodicals, Inc. Journal of Science Education, 90, 44-67.

Chiou, G. L. (2013). Reappraising the relationships between physics students’ mental models and predictions: An example of heat convection. American Physical Society, 1554-9178.

Chiou, G. L., & Anderson, O. R. (2010). A Study of Undergraduate Physics Students’ Understanding of Heat Conduction Based on Mental Model Theory and an Ontology–Process Analysis. Science Education, 825 – 854.

Corpuz, E. D., & Rebello, S. N. (2011). Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development. American Physical Society, 1554-9178.

Creswell, J., & Creswell, J. (2018). Research Design Qualitative, Quantitative, and Mixed Methods Approaches Fifth Edition. India: SAGE Publications India Pvt. Ltd.

Dahar, R. W. (1996). Teori-Teori Belajar. Jakarta: Penerbit Erlangga.

Eilks, I. &. (2010). The need for innovative methods of teaching and learning chemistry in higher education—reflections from a project of the European Chemistry Thematic Network. Chemistry Education Research & Practice, 11, 233–240.

Erman, E. (2016, October 3). Factors Contributing to Students’ Misconceptions in Learning Covalent Bonds. JOURNAL OF RESEARCH IN SCIENCE TEACHING.

Fazio, C., Battaglia, O. R., & Paola, B. D. (2013). Investigating the quality of mental models deployed by undergraduate engineering students in creating explanations: The case of thermally activated phenomena. American Physical Society, 1554-9178.

Fratiwi, N. J., Samsudin, A., Ramalis, T. R., Saregar, A., Diani, R., Irwandani, . . . Ravanis, K. (2020, March 26). Developing MeMoRI on Newton’s Laws: For Identifying Students’ Mental Models. European Journal of Educational Research, 699-708.

Georgiou, H., & Sharma, M. D. (2015). Does using active learning in thermodynamics lectures improve students’conceptual understanding and learningexperiences? doi:10.1088/0143-0807/36/1/015020

Halloun, I. (. (1996). Schematic Modeling for Meaningful Learning of Physics. Journal of Research in Science Teaching, 33 (9), 1019-1041.

Hermanto, I. M., Nurhayati, Tahir, I., & Yunus, M. (2023, Maret 6). PENERAPAN MODEL GUIDED CONTEXT-AND PROBLEM-BASED LEARNING UNTUK MENINGKATKAN PEMAHAMAN KONSEP PADA MATERI GELOMBANG BUNYI. JPF (Jurnal Pendidikan Fisika) UIN Alauddin Makassar, 11, 151-162.

Hrepic, Z., Zollman, D. A., & Rebello, N. S. (2010).

Ibrahim, M. (2005). Pembelajaran Berdasarkan Masalah. Surabaya: University Press.

Karabulut, A. &. (2018). Karabulut, A., & Bayraktar, Ş. (2018). Effects of Problem Based Learning Approach on 5th Grade Students’ Misconceptions about Heat and Temperature. Journal of Education and Practice, 9 (33), 197-206.

Kartal, T., Öztürk, N., & Yalvaç, H. G. (2011). Misconceptions of science teacher candidates about heat and temperature. Procedia Social and Behavioral Sciences, 15, 2758–2763. doi:10.1016/j.sbspro.2011.04.184

Kibirige, I. (2021). Exploring the Prevalence of Misconceptions Regarding Heat and Temperature among Grade Nine Natural Science Learners. Unnes Science Education Journal, 10(3), 115-123. doi:http://dx.doi.org/10.15294/usej.v10i3.47258

Kurnaz, M. A., & Emen, A. Y. (2014, April 15). STUDENT MENTAL MODELS RELATED TO EXPANSION AND CONTRACTION. Acta Didactica Napocensia, 7, 60-68.

Langbeheim, E., & Safran, S. A. (2013, November 12). Evolution in students’ understanding of thermal physics with increasing complexity. American Physical Society, 1554-9178.

Leinonen, R. M. (2013). Overcoming students’ misconceptions concerning thermal physics with the aid of hints and peer interaction during a lecture course. PHYSICAL REVIEW SPECIAL TOPICS - PHYSICS EDUCATION RESEARCH, 9 (2), 1554-9178.

Leinonen, R., Mervi A. Asikainen, M. A., & Pekka, H. E. (2013). Overcoming students’ misconceptions concerning thermal physics with the aid of hints and peer interaction during a lecture course. PHYSICAL REVIEW SPECIAL TOPICS - PHYSICS EDUCATION RESEARCH, 9(2), 1554-9178.

Lin, J. W., & Chiu, M. H. (2007, May 1). Exploring the Characteristics and Diverse Sources of Students’ Mental Models of Acids and Bases. International Journal of Science Education(2), 771-803. doi:https://doi.org/10.1080/09500690600855559

Ornek, F., Robinson, W., M.P, H., & Haugan, M. (2008). What makes physics difficult? International Journal of Environmental & Science Education, 3(1), 30-34.

Overton, T. L. (2009). Context-and problem-based learning in higher education. In I.Eilks & B. Byers (Eds.), Innovative methods of teaching and learning in higher education (pp. 43–59). Cambridge: RSC Publishing.

Pathare, S. R., & Pradhan, H. C. (2010). Students’ misconceptions about heat transfer mechanisms and elementary kinetic theory. IOP Publishing Ltd.

Potter, N. &. (2006). Chemistry in sport—context-based e-learning in chemistry. Chemistry Education Research & Practice, 7, 195–202.

Sabarrini, M. A., Ramalis, T. R., & Sari, I. M. (n.d.). Penerapan Model Pembelajaran C-PBL (Context- and Problem Based Learning) pada Materi Suhu dan Kalor untuk Mentransformasi Pemahaman Konsep Peseta Didik.

Sari, I. M., Karim, S., Saepuzan, D., Ramalis, T. R., & Rusdiana, D. (2020). The Development of Model-Based Learning in Introductory Physics: The effectiveness of improving Students Understanding in Heat and Heat Transfer. MSCEIS. Bandung.

Sari, I. M., Rusdiana, D., Ramalis, T. R., & Wulan , A. R. (2019). E-Book Berbasis Model. Bandung: Universitas Pendidikan Indonesia.

Stains, M., & Sevian, H. (2015). Uncovering Implicit Assumptions: A Large-Scale Study on Students’ Mental Models of Diffusion. Research in Science Education, 807–840. doi:https://doi.org/10.1007/s11165-014-9450-x

Sugiyono. (2019). Metode Penelitian Kuantitatif, Kualitatif & RND. Bandung: ALFABETA.

Tang, C. L. (1997). Developing a context-based PBL model. In J. Conway, R. Fisher, L. Sheridan-Burns, & G. Ryan (Eds.),Research and development in problem based learning, Integrity, innovation, integration (Vol. 4, pp. 579–595). Newcastle: Australian Problem Based Learning Network.

Tania, R., & Jumadi. (2021). The Application of Physics Learning Media Based on Android with Learning Problem Based Learning(PBL) to Improve Critical Thinking Skills. Advances in Social Science, Education and Humanities Research.

Tiwari, A. W. (2001). The effectiveness of context-based problem-based learning (PBL) model in promoting student learning. The Hong Kong Academy of Medicine. From Retrieved from http://hub.hku.hk/handle/10722/98662 on 28 Apr 2017.

Twumasi, E. A., Nti, D., Acheampong, R., & Ameyaw, F. (2021). DIAGNOSTIC ASSESSMENT OF STUDENTS' MISCONCEPTIONS ABOUT HEAT AND TEMPERATURE THROUGH THE USE OF TWO-TIER TEST INSTRUMENT. British Journal of Education, Learning and Development Psychology, 4(1), 90-104.


Refbacks

  • There are currently no refbacks.