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All Journal Jurnal Pembelajaran Fisika PENA SAINS SEJ (Science Education Journal) Jurnal Ilmiah Pendidikan Fisika INSPIRAMATIKA JPF : JURNAL PENDIDIKAN FISIKA
Heny Ekawati Haryono
Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Islam Darul ‘Ulum Lamongan
Agriculture, Biological Sciences & Forestry Chemistry Education Mathematics Physics

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Journal : JPF : JURNAL PENDIDIKAN FISIKA

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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

Abstract

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

Abstract

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.
Co-Authors Achmad Samsudin Ali Shodikin Alifatun Ni’mah Ida Dwi Lestari Khafidhoh Nurul Aini Khafidhoh Nurul Aini, Khafidhoh Nurul Luluk Faridah Ri’ayatul Khoiriyah Siti Amiroch Suci Prihatiningtyas TATI NURHAYATI