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Diagnosis of Student Misconception in Heat Material Using Tier Test Heny Ekawati Haryono; Khafidhoh Nurul Aini; Achmad Samsudin; Parsaoran Siahaan
Jurnal Pembelajaran Fisika Vol 9, No 2 (2021): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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Students, basically, possess prior knowledge or conception regarding a concept, even before they study it formally in the school. Sometimes, their conceptions are inconsistent with scientific concept and resulting misconceptions. Some studies found that students encounter misconception of some concepts, particularly in Physics. Three-tier Test is an instrument used to identify student’s misconception and lack of knowledge. A misconception should be differentiate from a lack of knowledge because remediation of a misconception is more difficult than remediation of a lack of knowledge. Besides, both of them may entail different instructional methods. This study focused on diagnosing students’ misconceptions of heat using Three-tier Test. The study is aimed to explain in what concepts the students encounter misconceptions of heat and to explain the prevalence of students’ misconceptions of heat. The method used in this study was a descriptive-exploratory research with non-experimental design. The sample of this study was 150 Grade VII students of five different State Junior High School in Lamongan, East Java. The data was collected through written test using Three-tier Test and administered once. The results showed that students encounter misconceptions in 6 concepts of heat comprising energy, heat, temperature, mass, specific heat capacity, vaporizing, boiling, pressure, boiling point, freezing, and freezing point. Moreover, the results showed that 88% of the students encounter misconception, where the most frequently appeared is misconception about energy and heat that is objects could have a certain quantity of heat in them.Keywords: misconception, heat, three tier testDOI: http://dx.doi.org/10.23960/jpf.v9.n2.202104

THE EFFECTIVENESS OF SCIENCE STUDENT WORKSHEET WITH COGNITIVE CONFLICT STRATEGIES TO REDUCE MISCONCEPTION ON HEAT CONCEPT Heny Ekawati Haryono
JURNAL PENA SAINS Vol 5, No 2 (2018): Jurnal Pena Sains
Publisher : Program Studi Pendidikan IPA, Fakultas Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/jps.v5i2.4510

This study aimed to determine the effectiveness of science worksheets with cognitive conflict strategies to reduce student heat misconceptions. This research was conducted at SMP Negeri 1 Lamongan by using one group pretest-posttest design. The data obtained in this study is quantitative data, and the number of students in VII grade is 50, students are called to complete the research if the proportion of correct answers is more significant than the standard achievement test. While the class is said to complete the study if 85% of students can reach the standard test criteria. The researcher obtained information about the level of mastery of students' concepts by using N-gain, one method in the descriptive qualitative analysis. It shows the different levels of student mastery before and after treatment given. The effectiveness of the Science Worksheet will be analyzed from the acquisition of learning outcomes. This yields 0.94 points which means that the value of N-Gain is in the sufficient category, it can be said that the application of the Science Worksheet with cognitive conflict strategies can reduce heat misconceptions of junior high school students.

PENERAPAN MODEL PEMBELAJARAN GUIDED DISCOVERY TERHADAP PRESTASI BELAJAR SISWA PADA MATERI GERAK DI KELAS VII SMP NEGERI 1 PUCUK Heny Ekawati Haryono
JURNAL PENA SAINS Vol 4, No 1 (2017): JURNAL PENA SAINS
Publisher : Program Studi Pendidikan IPA, Fakultas Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/jps.v4i1.2778

Teacher - center method more widely used in the learning process but knowledge gained students less than the maximum. Therefore, The researcher intended to carry out the process of learning that guides the students discover the concept through their own behavior so that the results are more meaningful and is expected to increase the achievement. This research aimed to describe the effect of the application of Guided Discovery model to the students’ achievement, both affective (scientific attitude), psychomotor, and cognitive, as well as to determine the linkages between these aspects. This research was designed using "True Experimental Design" conducted at SMP Negeri 1 Pucuk. The data obtained was the pre-test, post-test, and scores of psychomotor and affective abilities. Furthermore, the data were analyzed with statistical consisting of normality test, homogeneity, and hypothesis testing, and regression and correlation analysis. Post-test results were analyzed by t-test. T-test results obtained by the two parties –ttable t ttable shows the differences between control and experimental class. The t-test results obtained by the right parties tcalculation≥ ttable (α= 0.05) showed that results for students in the experimental class is better than the control class. It can be concluded that the application of Guided Discovery model can improve the students’ achievement in the material of motion in SMP Negeri 1 Pucuk. The increase in value of the students’ psychomotor and affective effect on the increase in value of the students’ cognitive.

Alat Peraga Sebagai Upaya Peningkatan Pemahaman Konsep Peserta didik Pada Materi Mekanika Fluida Suci Prihatiningtyas; Heny Ekawati Haryono
SEJ (Science Education Journal) Vol 3 No 2 (2019): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v3i2.3095

This research is aimed to increase students' understanding of the concepts of fluid mechanics by applying teaching aids. The research method uses pre-experiment. The research design uses the One Group Pretest-Posttest Design. Data collection techniques using the test of understanding the concept of fluid mechanics as many as 10 essay questions. N-gain test is used to determine the increase in understanding of the concepts of learning outcomes before and after being taught using teaching aids. The results showed that learning by using instructional media in the form of fluid mechanics teaching aids influences students' understanding of concepts by 0.71 with high criteria. This proves that there is an increase in students' understanding of the concepts of fluid mechanics.

The Influence of Cooperative Learning Model Type Group Investigation Toward Results of Learning Science Materials of Students Heny Ekawati Haryono
Jurnal Ilmiah Pendidikan Fisika Vol 4, No 1 (2020): FEBRUARI 2020
Publisher : Universitas Lambung Mangkurat

Student learning outcomes are still low due to the use of learning models that are less varied. Therefore, researchers apply the cooperative learning model type group investigation in learning science. This study aims to describe the influence of the cooperative learning model type group investigation on the learning outcomes of science materials in the fifth grade students of SDN 1 Banjarejo. This type of research used is quasi-experimental design with nonequivalent control group design. The sample of this research is the VB class SDN 1 Banjarejo experimental class and class V SDN 1 Banjarejo as the control class. Data collection techniques for learning outcomes use multiple choice tests and descriptions. Learning outcomes data were analyzed by independent t-test and gain test. The results of the analysis of the pretest data showed that there was no difference in the average pretest score between the two samples. The results of posttest data analysis showed that there were differences in the average posttest scores of the experimental and control classes, with the difference in the average experimental class being higher at 5.50. Large increase in the average normalized gain in the experimental class by 0.41 (medium), while in the control class by 0.29 (low). These results provide the conclusion that the cooperative learning model type group investigation has a significant and positive influence on science learning outcomes in elementary students.

Comprehensive Teaching Materials Based on Cognitive Conflict Strategies to Reduce Misconception of Calories for Junior High School Students Heny Ekawati Haryono; Khafidhoh Nurul Aini; Achmad Samsudin; Parsaoran Siahaan
Jurnal Pendidikan Fisika Vol 9, No 3 (2021): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v9i3.5224

Heat is a material that is close to everyday life. However, most students still have misconceptions about this material. Thus, teachers need to develop teaching materials that can reduce the misconception of heat material. One alternative is to use teaching materials with cognitive conflict strategies. The research aims to develop teaching materials that are able to reduce students' misconceptions about heat material. The development model used is the 4D model which consists of four stages, namely defining, designing, developing, and distributing. The teaching materials developed include lesson plans, textbooks, student worksheets, and tests. The subjects of the study were seventh-grade students in Lamongan regency which consisted of 10 state junior high schools and private junior high schools. The research instrument was a feasibility test sheet for teaching materials and a questionnaire to see students’ responses. Data collection techniques used the feasibility sheet of teaching materials and questionnaires. Therefore, the result shows that cognitive conflict-based teaching materials are appropriate to be used classroom with a score between 3.0 and 3.9 and a reliability coefficient value of more than 90%. and can reduce misconceptions with a percentage reduction in misunderstandings from 10 junior high schools in the Lamongan regency ranging from 30.3 to 47.8 percent.

The Implementation of Cognitive Conflict Learning Strategy in Efforts to Reduce Heat Misconception in Junior High School Students Heny Ekawati Haryono; Khafidhoh Nurul Aini; Achmad Samsudin; Parsaoran Siahaan
Jurnal Pendidikan Fisika Vol 8, No 3 (2020): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v8i3.3950

The most misconceptions in learning physics originate from the students themselves which include the students' initial concepts, associative and humanistic thinking, wrong intuition, the stages of students' cognitive development, and students' abilities. The purpose of this study was to determine the profile of heat misconception in junior high school students after learning by using the TGT cooperative learning model with cognitive conflict strategies. The research design used in this study is One group pre-test and post-test design. The data collection instrument was a misconception test in the form of a Three-tier Test totaling 20 questions. The results showed that before the treatment of the five junior high schools had an average percentage of misconceptions of 54.37%. After learning using the TGT cooperative learning model with cognitive conflict strategies the average percentage of students' misconceptions is 37.58%. Thus, there was a decrease in the percentage of misconceptions by 16.79%. The conclusion of this study is the TGT cooperative learning model with cognitive conflict strategies can reduce heat misconception in junior high school students in Lamongan District.

PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA MELALUI MODEL PEMBELAJARAN INSIDE OUTSIDE CIRCLE (IOC) DENGAN MENGGUNAKAN MEDIA CBC (CUBE BEAM COLOR) Ri’ayatul Khoiriyah; Ali Shodikin; Heny Ekawati Haryono
INSPIRAMATIKA Vol 5 No 1 (2019): Inspiramatika, June 2019
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

This research is motivated by students' difficulties in conveying a concept. This is because the role of mathematics as a symbolic language that allows the realization of communication accurately and precisely. The purpose of this research is to find out the difference and which is better between Inside OutsideCircle (IOC) cooperative learning model using CBC media (Cube Beam Color) to improve students' mathematical communication skills on the subject of cubes and beams in class VIII MTs Islamiyah Tulungagung. This research is quantitative research, with this research method Quasy Experimental and research design The Non-Equivalent Control Group Design. The subjects of this study were 46 students consisting of 24 experimental group students and 22 control group students obtained by Cluster Random Sampling technique in class VIII. The instrument was given in the form of a description test consisting of 3 questions and an interview. Based on the results of the study it was concluded that the experimental class was better than the control class. This result can be seen from after the N-gain test is obtained t_table = 2.015> t_count = 31.298, thus is rejected and is accepted. Obtained an average value of learning outcomes has increased for the experimental class of 70.12% in the high category while the control class is 53.43% in the medium category. The results of the t-test statistical analysis pretest obtained result is 0.798> 0.05, which means there is no significant difference between the mathematical communication skills of experimental class students and control class students, whereas the posttest results obtained is 0.003≤0.05, thus, is rejected and is accepted which means there are significant differences in communication skills between the experimental and control classes, it can be concluded that there is a significant difference between the mathematical communication skills taught using the Inside Outside Circle Learning Model using CBC media (Cube Beam Color)with students taught using conversion learning on the subject of cubes and beams.

ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS PESERTA DIDIK DITINJAU DARI KARAKTERISTIK DOMINANCE, INFLUENCE, STEADINESS, COMPLIENCE (DISC) Ida Dwi Lestari; Siti Amiroch; Heny Ekawati Haryono
INSPIRAMATIKA Vol 7 No 2 (2021): Inspiramatika, December 2021
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/inspiramatika.v7i2.2497

Students' mathematical representation skills still need to be improved and developed. Because when faced with questions students experience difficulties and confusion to solve, where to start, which formulas to use and how to solve them. The ability of students in the aspect of mathematical representation is not optimal. Basically, each student also has the characteristics of different ways of thinking that influence the process of representing solving mathematical problems. This study aims to determine the mathematical representation ability of students in terms of Dominance, Influence, Steadiness, Complience (DISC) characteristics. The subjects of this study were students of class X MA Raudlatul Muta'allimin Babat. This research is a qualitative research. Qualitative research concludes the research data in the form of numbers. The data collection method uses a DISC characteristic questionnaire, representation ability test and interviews. The results showed that: (1) Subjects with Dominance characteristics were able to solve all aspects of mathematical representations, namely visual representations in the form of images, equations or mathematical expressions, and written words or texts. (2) Subjects with the characteristics of Influence are able to solve two aspects of mathematical representation, namely visual representations in the form of images and equations or mathematical expressions, whereas in the aspects of words or written texts students have not been able to solve them well. (3) Subjects with Steadiness characteristics are able to solve all aspects of mathematical representations, namely visual representations in the form of images, equations or mathematical expressions, and written words or texts. all questions and able to explain well. (4) Subjects with Compliance Characteristics are able to complete one aspect, namely the visual representation aspect in the form of images, while in the form of mathematical equations or expressions, and written words or texts, students have not been able to complete it properly.

ANALISIS KEMAMPUAN PEMAHAMAN KONSEP DITINJAU DARI KARAKTERISTIK CARA BERPIKIR SISWA Luluk Faridah; Heny Ekawati Haryono; Alifatun Ni’mah
INSPIRAMATIKA Vol 6 No 1 (2020): Inspiramatika, June 2020
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

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This research is a descriptive qualitative research. The subjects of this study were 8 grade VII-A students of SMP NU SIMO for the 2019/2020 academic year. The determination of the subject was based on the results of a questionnaire on the characteristics of the way of thinking. The data used are test results and recorded interview results. Based on the data analysis, it can be concluded that: (1) The ability to understand concepts with the characteristics of concrete sequential type students' way of thinking in solving problems on the SK1 subject is at the level of only fulfilling 6 indicators of concept understanding, namely indicators 1, 2, 4, 5, 6, and 7. Whereas in the SK2 subject only fulfills 4 indicators of concept understanding, namely indicators 3, 4, 5, and 7. (2) The ability to understand concepts with the characteristics of students' abstract sequential type of thinking in solving problems on the subject of SA1 and SA2 is at a level that meets all indicators of concept understanding. (3) The ability to understand concepts with the characteristics of concrete random type students' way of thinking in solving problems on AK1 subjects is at a level that only meets 5 indicators of conceptual understanding, namely 1, 2, 4, 5, and 7. While the AK2 subject is at a level that is meet all indicators of concept understanding. (4) The ability to understand concepts with the characteristics of abstract random type students' way of thinking in solving problems on the AA1 subject is at a level that only meets 4 indicators of concept understanding, namely 3, 4, 5, 7. Whereas in AA2 subject only meets 6 indicators of concept understanding, namely indicators 1, 2, 4, 5, 6, and 7.

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