PENERAPAN MODEL GUIDED CONTEXT-AND PROBLEM-BASED LEARNING UNTUK MENINGKATKAN PEMAHAMAN KONSEP PADA MATERI GELOMBANG BUNYI
DOI:
https://doi.org/10.24252/jpf.v11i1.36233Kata Kunci:
PBL, Conceptual Understanding, Sound WaveAbstrak
Penelitian ini bertujuan untuk meningkatkan kemampuan memahami pada siswa untuk materi gelombang bunyi melalui penerapan model pembelajaran guided context-and problem based learning (GC-PBL). Metode yang digunakan adalah eksperimen semu dengan desain non-randomized control group pretest-posttest design. Sampel dalam penelitian ini adalah siswa kelas XI MIPA yang berjumlah dua kelas yaitu kelas XI MIPA 3 sebagai kelas GC-PBL dan kelas XI MIPA 2 sebagai kelas C-PBL. Instrument yang digunakan adalah tes kemampuan memahami. Hasil yang diperoleh menunjukan bahwa siswa pada kelas GC-PBL mengalami peningkatan dengan kategori tinggi, sedangkan siswa pada kelas C-PBL mengalami peningkatan dengan kategori sedang. Perbedaan peningkatan kemampuan memahami selanjutnya diuji secara statistik dan menunjukan bahwa terdapat perbedaan yang signifikan. Implikasi dan rekomendasi dalam penelitian ini dibahas.
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Referensi
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M. Lemmer, “Nature, Cause and Effect of Students’ Intuitive Conceptions Regarding Changes in Velocity,” Int J Sci Educ, vol. 35, no. 2, pp. 239–261, Jan. 2013, doi: 10.1080/09500693.2011.647110.
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A. Savinainen, A. Mäkynen, P. Nieminen, and J. Viiri, “The Effect of Using a Visual Representation Tool in a Teaching-Learning Sequence for Teaching Newton’s Third Law,” Res Sci Educ, vol. 47, no. 1, pp. 119–135, Feb. 2017, doi: 10.1007/s11165-015-9492-8.
Ş. Atasoy, “Effect of Writing-to-Learn Strategy on Undergraduates’ Conceptual Understanding of Electrostatics,” Asia-Pacific Education Researcher, vol. 22, no. 4, pp. 593–602, Nov. 2013, doi: 10.1007/s40299-013-0062-4.
F. Karsli and K. K. Patan, “Efects of The Context-Based Approach on Students’conceptual Understanding:" The Umbra, The Solar Eclipse And The Lunar Eclipse",” Journal of Baltic Science Education, vol. 15, no. 2, 2016.
P. Fettahlıoğlu and M. Aydoğdu, “Developing Environmentally Responsible Behaviours Through the Implementation of Argumentation- and Problem-Based Learning Models,” Res Sci Educ, vol. 50, no. 3, pp. 987–1025, Jun. 2020, doi: 10.1007/s11165-018-9720-0.
W. J. Pluta, B. F. Richards, and A. Mutnick, “PBL and Beyond: Trends in Collaborative Learning,” Teach Learn Med, vol. 25, no. SUPPL.1, Jan. 2013, doi: 10.1080/10401334.2013.842917.
[9] J. Allison and W. Pan, “Implementing and Evaluating the Integration of Critical Thinking into Problem Based Learning in Environmental Building,” Journal for Education in the Built Environment, vol. 6, no. 2, pp. 93–115, Dec. 2011, doi: 10.11120/jebe.2011.06020093.
Y. Ayyildiz and L. Tarhan, “Problem-based learning in teaching chemistry: enthalpy changes in systems,” Research in Science & Technological Education, vol. 36, no. 1, pp. 35–54, 2018.
E. H. J. Yew, E. Chng, and H. G. Schmidt, “Is learning in problem-based learning cumulative?,” Advances in Health Sciences Education, vol. 16, no. 4, pp. 449–464, Oct. 2011, doi: 10.1007/s10459-010-9267-y.
M. Sahin, “Effects of problem-based learning on university students’ epistemological beliefs about physics and physics learning and conceptual understanding of Newtonian Mechanics,” J Sci Educ Technol, vol. 19, no. 3, pp. 266–275, 2010, doi: 10.1007/s10956-009-9198-7.
D. King and S. Henderson, “Context-based learning in the middle years: achieving resonance between the real-world field and environmental science concepts,” Int J Sci Educ, vol. 40, no. 10, pp. 1221–1238, Jul. 2018, doi: 10.1080/09500693.2018.1470352.
R. Ellis and T. Gabriel, “Context-based learning for beginners: CBL and non-traditional students,” Research in Post-Compulsory Education, vol. 15, no. 2, pp. 129–140, Jun. 2010, doi: 10.1080/13596741003790658.
S. Podschuweit and S. Bernholt, “Composition-Effects of Context-based Learning Opportunities on Students’ Understanding of Energy,” Res Sci Educ, vol. 48, no. 4, pp. 717–752, Aug. 2018, doi: 10.1007/s11165-016-9585-z.
K. Broman, S. Bernholt, and I. Parchmann, “Analysing task design and students’ responses to context-based problems through different analytical frameworks,” Research in Science and Technological Education, vol. 33, no. 2, pp. 143–161, May 2015, doi: 10.1080/02635143.2014.989495.
M. Baran and M. Sozbilir, “An Application of Context- and Problem-Based Learning (C-PBL) into Teaching Thermodynamics,” Res Sci Educ, vol. 48, no. 4, pp. 663–689, Aug. 2018, doi: 10.1007/s11165-016-9583-1.
M. M. Lucero and A. J. Petrosino, “A Resource for Eliciting Student Alternative Conceptions: Examining the Adaptability of a Concept Inventory for Natural Selection at the Secondary School Level,” Res Sci Educ, vol. 47, no. 4, pp. 705–730, Aug. 2017, doi: 10.1007/s11165-016-9524-z.
P. Potvin, S. Masson, S. Lafortune, and G. Cyr, “Persistence of the intuitive conception that heavier objects sink more: A reaction time study with different levels of interference,” Int J Sci Math Educ, vol. 17, no. 3, pp. 21–43, 2015.
A. U. Dani and N. Fajriati, “Application of Flipped Classroom Learning Model Based on Task Exo Olo Using Story Articulate Media,” AL-ISHLAH J. Pendidik., vol. 14, no. 2, pp. 2507–2512, 2022.
M. E. Houle and G. Michael Barnett, “Students’ conceptions of sound waves resulting from the enactment of a new technology-enhanced inquiry-based curriculum on Urban bird communication,” in Journal of Science Education and Technology, Jun. 2008, vol. 17, no. 3, pp. 242–251. doi: 10.1007/s10956-008-9094-6.
H. Eshach and J. L. Schwartz, “Sound stuff? Naïve materialism in middle-school students’ conceptions of sound,” Int J Sci Educ, vol. 28, no. 7, pp. 733–764, Jun. 2006, doi: 10.1080/09500690500277938.
A. Pejuan, X. Bohigas, X. Jaén, and C. Periago, “Misconceptions About Sound Among Engineering Students,” Source: Journal of Science Education and Technology, vol. 21, no. 6, pp. 669–685, 2012, doi: 10.1007/s.
E. West and A. Wallin, “Students’ Learning of a Generalized Theory of Sound Transmission from a Teaching-Learning Sequence about Sound, Hearing and Health,” Int J Sci Educ, vol. 35, no. 6, pp. 980–1011, 2013, doi: 10.1080/09500693.2011.589479.
H. Eshach, T. C. Lin, and C. C. Tsai, “Misconception of sound and conceptual change: A cross-sectional study on students’ materialistic thinking of sound,” J Res Sci Teach, vol. 55, no. 5, pp. 664–684, May 2018, doi: 10.1002/tea.21435.
J. Sweller, P. A. Kirschner, and R. E. Clark, “Why minimally guided teaching techniques do not work: A reply to commentaries,” Educational Psychologist, vol. 42, no. 2. Routledge, pp. 115–121, 2007. doi: 10.1080/00461520701263426.
P. A. Kirschner, J. Sweller, and R. E. Clark, “Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching,” Educ Psychol, vol. 41, no. 2, pp. 75–86, Mar. 2006, doi: 10.1207/s15326985ep4102_1.
J. N. Warnock and M. J. Mohammadi-Aragh, “Case study: use of problem-based learning to develop students’ technical and professional skills,” European Journal of Engineering Education, vol. 41, no. 2, pp. 142–153, Mar. 2016, doi: 10.1080/03043797.2015.1040739.
S. Wilder, “Impact of problem-based learning on academic achievement in high school: a systematic review,” Educ Rev (Birm), vol. 67, no. 4, pp. 414–435, Oct. 2015, doi: 10.1080/00131911.2014.974511.
E. Ersoy and N. Başer, “The Effects of Problem-based Learning Method in Higher Education on Creative Thinking,” Procedia Soc Behav Sci, vol. 116, pp. 3494–3498, Feb. 2014, doi: 10.1016/j.sbspro.2014.01.790.
M. Y. C. A. Kek and H. Huijser, “The power of problem-based learning in developing critical thinking skills: Preparing students for tomorrow’s digital futures in today’s classrooms,” Higher Education Research and Development, vol. 30, no. 3, pp. 329–341, Jun. 2011, doi: 10.1080/07294360.2010.501074.
E. Choi, R. Lindquist, and Y. Song, “Effects of problem-based learning vs. traditional lecture on Korean nursing students’ critical thinking, problem-solving, and self-directed learning,” Nurse Educ Today, vol. 34, no. 1, pp. 52–56, 2014.
M. Asyari, M. H. I. al Muhdhar, H. Susilo, and I. Ibrohim, “Improving critical thinking skills through the integration of problem based learning and group investigation,” International Journal for Lesson and Learning Studies, vol. 5, no. 1, pp. 36–44, Jan. 2016, doi: 10.1108/IJLLS-10-2014-0042.
G. P. Thomas, “Changing the Metacognitive Orientation of a Classroom Environment to Stimulate Metacognitive Reflection Regarding the Nature of Physics Learning,” Int J Sci Educ, vol. 35, no. 7, pp. 1183–1207, May 2013, doi: 10.1080/09500693.2013.778438.
G. Taasoobshirazi, M. L. Bailey, and J. Farley, “Physics Metacognition Inventory Part II: Confirmatory factor analysis and Rasch analysis,” Int J Sci Educ, vol. 37, no. 17, pp. 2769–2786, Nov. 2015, doi: 10.1080/09500693.2015.1104425.
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Diterbitkan
2023-03-06
Cara Mengutip
Hermanto, I. M., Nurhayati, Tahir, I., & Yunus, M. (2023). PENERAPAN MODEL GUIDED CONTEXT-AND PROBLEM-BASED LEARNING UNTUK MENINGKATKAN PEMAHAMAN KONSEP PADA MATERI GELOMBANG BUNYI. JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar, 11(1), 151–162. https://doi.org/10.24252/jpf.v11i1.36233
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