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APAKAH GURU SEBAGAI PENCIPTA MISKONSEPSI PADA SISWA? , SUYONO; YUANITA, LENY; ROHMAWATI, LAILY
Jurnal Penelitian Pendidikan Matematika dan Sains Vol 19, No 2 (2012): Vol. 19, No. 2, Desember 2012
Publisher : Jurnal Penelitian Pendidikan Matematika dan Sains

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Artikel ini sengaja dikemas dalam judul kalimat tanya karena hasil akhir dari penelitian yang dilakukan belum sampai kepada jawaban atas pertanyaan itu. Penelitian yang telah dilakukan adalah mengidentifikasi miskonsepsi kimia yang terjadi baik pada siswa maupun pada guru kimia di SMA. Untuk mendekatkan temuan penelitian kepada pertanyaan pada judul, maka identifikasi miskonsepsi dilakukan pada substansi kimia yang sama yaitu asam basa. Pengelompokan siswa maupun guru kimia ke dalam tiga status yaitu tahu konsep, tidak tahu konsep, dan miskonsepsi menggunakan metode CRI (Certainty of Response Index). Hasil yang diperoleh dari penelitian ini: (1) masih didapati sejumlah siswa (rerata 11,5% dari sampel penelitian) yang berada pada status miskonsepsi pada asam basa dan (2) masih didapati sejumlah guru kimia (22,7% dari sampel penelitian) yang berada pada status miskonsepsi pada asam basa. Terdapat perbedaan sebaran dan intensitas miskonsepsi sub-sub konsep asam basa antara siswa SMA dan guru kimia. Telah diperoleh data awal untuk melakukan riset lanjutan untuk menjawab pertanyaan yang dijadikan judul artikel saat ini. Kata Kunci: asam basa, metode CRI, miskonsepsi This article deliberately packaged in the question sentence title because the final results of the research carried out has not come to an answer this question. This  Research has been done is to identify the chemical misconceptions that occur both on the students and the chemistry teachers in senior high school. To bring the  research findings to the question in the title, so the identification of misconceptions performed on the same chemical substance that is acid-base. Grouping students and chemistry teachers into three groups, namely matering   concept,  unknowing  the concept, and misconceptions using CRI (Certainty of Response Index). The results obtained from this study: (1) was found to be a number of students (mean 11.5% of the study sample) who are on misconceptions on acid-base status and (2) was found to be a chemistry teacher (22.7% of the study sample) misconceptions that are on the acid-base status. There are differences in the distribution and intensity of misconceptions sub-acid-base concepts among high school students and chemistry teachers. Preliminary data have been obtained to conduct further research to answer questions that used the title of the current article. Key words: acid-base, CRI method, misconceptions
PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL INKUIRI UNTUK MELATIHKAN KETERAMPILAN PROSES SAINS DAN PENGUASAAN KONSEP SISWA SMP Rinarta, I Nyoman; Yuanita, Leny; Widodo, Wahono
Jurnal Pendidikan Fisika Vol 2, No 2 (2014)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

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The research aims to develop inquiry learning materials to facilitate science process skills and science concept mastery the junior high school students in energy and works matter. The research was conducted through two phase that is development phase by using 4-D models and implementation phase using one group pretest-posttest design. Data collection methods used test and observation, while the data analysis techniques using inferential parametric, quantitative descriptive, and qualitative descriptive. The result were obtained: the devices that have been developed are generally categorized as well; RPP performing well; activity is the dominant doing observation; The results also showed that mean of N-gain score mastery of concepts in high category; science process skills in high category; students mastery of the concept after learning improving; students responses to learning a positive model of inquiry. Based on the research results, it can be concluded that the develop inquiry learning materials effective that can be applied in learning activities in grade VIII of SMP.
VALIDITAS MODEL PEMBELAJARAN GROUP SCIENCE LEARNING; PEMBELAJARAN INOVATIF DI INDONESIA Prahani, Binar Kurnia; Nur, Mohammad; Yuanita, Leny; Limatahu, Iqbal
Vidya Karya Vol 31, No 1 (2016)
Publisher : Vidya Karya

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Abstract: Result of a preliminary study showed that in general the collaborative problem solving skills, science process skills, and confidence of students of SMA Negeri 19 Surabaya, SMAN 1 Tegaldlimo, MA Roudlotun Nasyin Mojokerto are still low. Therefore, researchers developed a model instructional group science learning to enhance collaborative problem solving skills, science process skills, and confidence. The purpose of this research is to get validity of Group Science Learning (GSL) developed to improve collaborative problem solving skills, science process skills, and confidence. Methods of data collection validation using Focus Group Discussion (FGD). Group science learning model developed needs to be validated by experts through Focus Group Discussion (FGD). Group science learning model assessed the validity of the learning model based on content validity and construct validity. Results of the validation by experts through focus group discussions indicate that group science learning model to improve the collaborative problem solving skills, science process skills, and confidence in this study are included in the category of very valid. This group science learning model can be implemented in learning to improve the collaborative problem solving skills, science process skills, and confidence. Keywords:  content validity, construct validity,  and group science learning model  Abstrak: Hasil studi awal menunjukkan bahwa secara umum keterampilan pemecahan masalah kolaboratif, keterampilan proses sains, dan kepercayaan diri siswa SMA Negeri 19 Surabaya, SMA Negeri 1 Tegaldlimo, MA Roudlotun Nasyin Mojokerto masih rendah. Oleh karena itu peneliti bermaksud mengembangkan model group science learning. Tujuan penelitian ini adalah untuk mendapatkan validitas model Group Science Learning  yang dikembangkan untuk meningkatkan keterampilan pemecahan masalah kolaboratif, keterampilan proses sains, dan kepercayaan diri. Metode pengumpulan data validasi menggunakan Focus Group Discussion (FGD). Validitas model pembelajaran Group Science Learning dinilai berdasarkan validitas isi dan validitas konstruk. Hasil validasi oleh pakar melalui FGD menunjukkan bahwa model Group Science Learning untuk meningkatkan keterampilan pemecahan masalah kolaboratif, keterampilan proses sains, dan kepercayaan diri dalam penelitian ini termasuk dalam kategori sangat valid. Model Group Science Learning dapat diimplementasikan dalam pembelajaran untuk meningkatkan keterampilan pemecahan masalah kolaboratif, keterampilan proses sains, dan kepercayaan diri.Kata Kunci: Validitas isi, validitas konstruk,  dan group science learning model
TANGGUNG JAWAB MAHASISWA JURUSAN PMIPA UNIVERSITAS LAMBUNG MANGKURAT DALAM PEMBELAJARAN FISIKA Suyidno, Suyidno; Nur, Mohamad; Yuanita, Leny; Sunarti, Titin; Prahani, Binar
Vidya Karya Vol 31, No 2 (2016)
Publisher : Vidya Karya

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Abstract. Responsibility as life skills and career 21st century. There is still limited knowledge and have not been integrated in a comprehensive manner. The goal of this study is to identify student’s responsibility Department PMIPA of Lambung Mangkurat University in learning Physics. This study used a qualitative approach with survey method. Subjects were 156 students of biology education; chemistry education, physical education, and science education are a program fundamental physics course. Data collected from questionnaires, observations, and interviews. Data were analized by descriptive qualitative and quantitative. The results of questionnaire showed that most students feel responsible for participating, respect for others, teamwork, leadership, and expression with the criteria of good/excellent, but the observations and interviews show that  a lot of student are difficulties in leading and expression, as well as some students still deficient/sufficient in participating, respect for others, and team work. Keywords: Responsibility, Fundamental Physics Abstrak.  Tanggung jawab sebagai keterampilan hidup dan berkarir abad 21 ternyata masih diajarkan sebatas pengetahuan dan belum diintegrasikan secara komprehensif. Tujuan penelitian ini adalah mengidentifikasi tanggung jawab mahasiswa Jurusan PMIPA Universitas Lambung Mangkurat dalam pembelajaran fisika. Penelitian ini menggunakan pendekatan kualitatif dengan metode survey. Subyek penelitian adalah 156 mahasiswa pendidikan biologi, pendidikan kimia, pendidikan fisika, dan pendidikan sains yang memprogram mata kuliah fisika dasar. Pengumpulan data menggunakan angket, pengamatan, dan wawancara. Teknik analisis data secara deskriptif kualitatif dan kuantitatif. Hasil angket menunjukkan bahwa sebagian besar mahasiswa merasa bertanggung jawab dalam berpartisipasi, menghormati orang lain, kerja sama, memimpin, dan menyampaikan pendapat dengan kriteria baik/sangat baik, tetapi hasil pengamatan maupun wawancara menunjukkan bahwa sebagian besar mahasiswa kesulitan dalam memimpin dan menyampaikan pendapat, serta beberapa mahasiswa masih kurang/cukup dalam berpartisipasi, menghormati orang lain, dan kerja sama. Kata kunci: Tanggung Jawab, Fisika Dasar
EVALUATION OF THE EFFECTIVENESS OF AUTHENTIC ASSESSMENT ON STUDENTS’ ATTITUDES Sabtiawan, Sabtiawan; Yuanita, Leny; Rahayu, Yuni Sri
JPPS (Jurnal Penelitian Pendidikan Sains) Vol 3, No 1 (2013)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v3n1.p282-285

Abstract

This study aimed to evaluate the effectiveness of using the authentic assessment on students? attitudes involving interest and enjoyment when they learned Atomic Absorption Spectroscopy Topic. Selected sample of this research was 37 students of chemistry who enrolled in the Spectroscopic Methods of Analysis Subject, Mathematics and Natural Sciences Faculty, The State University of Surabaya. This research was conducted by using case study research. The data were gained through two techniques, namely, observation and interview, and were analyzed using descriptive qualitative. The findings informed that the students showed positive feelings toward the topic after and during learning constructed by using authentic assessment dimensions with embedded cooperative learning syntax, especially student?s interest and enjoyment. They felt interested to the topic because of three reasons, that are, learning the theory through practice, discussion intensively, and activity like the real workplace. Moreover, they enjoyed during the learning because of four reasons also, that are, discussion without reluctance, no forcing all concept at once, synchronizing between  theory  and  practice  occurring  well,  and  learning  in  a  team.  In  conclusion,  the  learning constructed through the authentic assessment dimensions was effective to foster students? attitudes.belajar mahasiswa meliputi aspek student?s interest dan enjoyment pada Mata Kuliah Metode Spektroskopi Analisis (Analitik III). Subjek penelitian ini adalah 37 mahasiswa kimia yang memprogram Mata Kuliah Analitik III di FMIPA-UNESA. Penelitian  ini  dilakukan  menggunakan desain  studi  kasus  yang  mana  teknik  pengambilan data dilakukan melalui observasi dan interview. Data yang diperoleh menunjukkan respon positif selama pembelajaran (pembelajaran yang dirancang menggunakan dimensi-dimensi penilaian otentik) pada mata kuliah ini. Mereka merasa tertarik (student?s interest) belajar pada topik yang mereka pelajari karena tiga alasan yaitu belajar teori melalui praktik, diskusi secara intensif dan aktifitas seperti seorang profesional. Kesenangan belajar (student?s enjoyment) timbul karena empat hal, antara lain adanya diskusi, tidak dipaksa memahami semua konsep pada satu kali pertemuan, adanya integrasi yang baik antara teori dan praktek dan belajar dalam kelompok. Dengan demikian, dapat disimpulkan bahwa penilaian otentik efektif untuk menimbulkan dan mendorong sikap belajar mahasiwa.
REDUKSI MISKONSEPSI ASAM BASA MELALUI INKUIRI TERBUKA DAN STRATEGI CONCEPTUAL CHANGE Ahmad, Ahmad; Suyono, Suyono; Yuanita, Leny
JPPS (Jurnal Penelitian Pendidikan Sains) Vol 3, No 1 (2013)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v3n1.p286-293

Abstract

This research aims to study the effect of inquiry learning by critical thinking practice followed by a conceptual change efforts to reduce misconceptions on acid-base learn. The research design using one-group pretest-posttest design with students of SMAN 2 Ngawi as sample research. The student conception  status finding by knowing concept (TK), not knowing concept (TTK), and misconception (MK), whereas intensity of misconception be analized by CRI. Results and analysis of research data found that there is a shift in conception after inquiry learning p rocess. Based on Wilcoxon?s signed rank test, the T value of test TK, TTK, and MK is less than T table at ? = 0.05 , so it was concluded that inquiry learning increase TK and decrease TTK and MK. The influence of inquiry learning for understanding the influence was strengthened by the results of the t test tests before and after understanding the concept of inquiry learning that indicate a significant difference.  t-test results on tests of critical thinking before and after the inquiry learning also showed a significant difference. Inquiry learning can not reduce all of misconceptions. Reduction step again is with conceptual change. Based on Wilcoxon?s signed rank test was concluded that conceptual change learning can reduce misconception significantlyPenelitian ini bertujuan mempelajari pengaruh pembelajaran inkuiri terbuka disertai latihan berpikir kritis yang dilanjutkan dengan conceptual change sebagai upaya mereduksi miskonsepsi pada materi asam basa. Penelitian eksperimen semu ini menggunakan metode one group pretest-postest design dengan subyek penelitian  siswa kelas XI SMA Negeri 2 Ngawi. Profil konsepsi siswa dinyatakan dengan status tahu konsep (TK), tidak tahu konsep (TTK), dan miskonsepsi (MK), sedangkan intensitas miskonsepsi diperoleh dari hasil analisis CRI jawaban siswa.  Hasil dan analisis hasil tes pemahaman konsep menemukan bahwa terjadi pergeseran konsepsi setelah proses pembelajaran inkuiri terbuka. Berdasarkan wilcoxon?s signed rank test diperoleh T hitung untuk semua status TK, TTK, dan MK kurang dari nilai T tabel pada ? = 0,05 dan n = 25, sehingga   disimpulkan bahwa pembelajaran inkuiri meningkatkan jumlah TK dan menurunkan TTK dan MK.  Pengaruh pembelajaran inkuiri terhadap pemahaman konsep serta kemampuan berpikir kritis diketahui dari uji t hasil tes pemahaman konsep serta tes berpikir kritis sebelum dan setelah pembelajaran. Hasil uji t pada ? = 0,05 menunjukkan adanya perbedaan signifikan pemahaman konsep serta kemampuan berpikir kritis antara sebelum dan setelah pembelajaran inkuiri. Miskonsepsi yang masih tersisa setelah pembelajaran inkuiri direduksi kembali dengan strategi   conceptual change. Berdasarkan wilcoxon?s signed rangk test disimpulkan bahwa pembelajaran conceptual change dapat mereduksi miskonsepsi secara signifikan.
PENERAPAN MODEL PEMBELAJARAN PEMAKNAAN PADA PEMBELAJARAN KIMIA TERHADAP PENGEMBANGAN KARAKTER PADA SISWA SMK Yuliani, Nuri Yuliani; Tukiran, Tukiran; Yuanita, Leny
JPPS (Jurnal Penelitian Pendidikan Sains) Vol 1, No 2 (2012)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v1n2.p80-84

Abstract

This research aims to explain learning application using model pembelajaran pemaknaan on chemical bonding topic including  the  student activities, students response and learning outcome of the students?character of honest, discipline and cooperative. The subject are students of the tenth grade at SMKN 3 Buduran Sidoarjo at the second semester in 2011-2012. In research, it was used pre experimental research by the replication of three times using the design of one group pretest and posttest. Based on the data that had been analyzed were obtained some findings a) observation of learning activity conducted was well b) the observation of  students?  characters  during the learning activities  were very good predicate in honest, dicipline and cooperative. Based on experimental result and discussion it can be concluded that the implementation of the model pembelajaran pemaknaan could develop the astudents? character of an honest, disciplined and cooperative. Penelitian ini bertujuan untuk menjelaskankan  penerapan model pembelajaran pemaknaan pada materi ikatan kimia terhadap keterlaksanaan pembelajaran, aktivitas siswa, respon siswa dan pengembangan karakter jujur, disiplin dan kerjasama siswa. Subyek penelitian adalah siswa kelas X SMKN 3 Buduran Sidoarjo pada semester II tahun ajaran 2011-2012. Jenis penelitian pre eksperimen, menggunakan desain penelitian  one group pretest postest dengan replikasi tiga kali. Berdasarkan analisis data penelitian diperoleh temuan a) pengamatan terhadap keterlaksanaan pembelajaran berkategori baik b) pengamatan terhadap karakter  jujur, disiplin dan kerjasama selama proses pembelajaran mengalami peningkatan dengan berpredikat baik. Berdasarkan hasil dan diskusi penelitian dapat disimpulkan bahwa penerapan model pembelajaran pemaknaan dapat mengembangkan karakter jujur, disiplin dan kerjasama siswa.
PENGEMBANGAN PERANGKAT PEMBELAJARAN INKUIRI BERBANTUAN PROGRAM SIMULASI PHET UNTUK MELATIHKAN KETERAMPILAN PROSES DAN PEMAHAMAN KONSEP IPA Azis, Mohammad; Yuanita, Leny; Rahayu, Yuni Sri
JPPS (Jurnal Penelitian Pendidikan Sains) Vol 3, No 2 (2014)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v3n2.p410-419

Abstract

This researchaims todevelopinquiry learningmaterials using PhET simulationprogramto facilitatescience process skillsandscienceconceptsunderstanding in the junior grade VIIinSMPNegeri 3SugioLamongan.The development oflearningmaterialsin the researchcarried out using4-D modelofThiagarajan, whichconsistsofstagesof development,namely: define, design, develop, without usingdisseminatestage. The results were obtained:(1) the validity ofthe content ofthe lesson plan, textbook, worksheets, concepts comprehensiontest instrument, and processskillstest instrumentcategorizedwellandfit for use, readability of textbookandworksheets have high level/easy to understand, (2) adherence to thelesson planis very good, students activity is goodin learning, and thestudents' response tothe learningmaterialss developedandperformedverywell, and (3) the effectiveness ofthe learningmaterialssogood, thatindicatedbymasteryof learningoutcomesof science process skillsandscienceconceptsunderstanding are exceeded. Based on the research results, it can be concludedthattheinquiry learningmaterials with PhETsimulationprogramhasfeasibility, enforceabilityandeffectiveness ofthe good category thatcan be appliedinlearning activitiesingrade VII of SMP.Penelitian ini bertujuan mengembangkan perangkat pembelajaran inkuiri berbantuan program simulasi PhET untuk melatihkan keterampilan proses sains dan pemahaman konsep IPA pada materi asam, basa dan garam di kelas VII SMP Negeri 3 Sugio Lamongan. Pengembangan perangkat pembelajaran dalam penelitian ini dilaksanakan dengan menggunakan Model 4-D dari Thiagarajan, yang terdiri dari tahap-tahap pengembangan, yaitu: define, design, develop, tanpa menggunakan tahap disseminate. Hasil penelitian menunjukkan: (1) validitas isi Rencana Pelaksanaan Pembelajaran, Buku Ajar Siswa, Lembar Kegiatan Siswa, instrumen tes pemahaman konsep, dan instrumen tes keterampilan proses berkategori baik dan layak digunakan; tingkat keterbacaan Buku Ajar Siswa dan Lembar Kegiatan Siswa tinggi dan mudah dipahami, (2) keterlaksanaan Rencana Pelaksanaan Pembelajaran sangat baik, aktivitas siswa dalam pembelajaran baik, dan respon siswa terhadap perangkat yang dikembangkan dan pembelajaran yang dilakukan sangat baik, dan (3) keefektifan perangkat pembelajaran sangat baik, yang diindikasikan dengan dicapainya ketuntasan hasil belajar keterampilan proses sains dan pemahaman konsep IPA. Berdasarkan temuan penelitian, disimpulkan bahwa perangkat pembelajaran inkuiri berbantuan program simulasi PhET memiliki kelayakan, kepraktisan dan keefektifan yang baik sehingga dapat diterapkan dalam kegiatan pembelajaran di SMP kelas VII.
PENGEMBANGAN PERANGKAT PEMBELAJARAN KIMIA MODEL INKUIRI UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN MELATIH KETERAMPILAN BERPIKIR KRITIS SISWA SMA Saputra, Zaiful Anam Hadi; Yuanita, Leny; Ibrahim, Muslimin
JPPS (Jurnal Penelitian Pendidikan Sains) Vol 6, No 1 (2016)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v6n1.p1218-1223

Abstract

Research development of chemistry teaching materials inquiry model with scientific approach has been done by using 4-D model which aims to increase the student concept mastery and critical thinking skills on coloid topic at senior high school. The research subject of teaching materials which tested on student of science class 11th grade in senior high school 6 Surabaya with one-group pretest-posttest design, the results from the research show that the lesson implementation plan, the student?s book and student?s worksheet were feasible, then the validation instrument were valid.  Implementation of lesson plan was good, the activity of student in learning process has increased highly, students gave the positive response to learning process, as well as concept mastery and practicing critical thinking has been achieved. The conclusion of this research, show that the chemistry teaching materials of inquiry model with scientific approach is feasible and able to increase concept mastering and practicing critical thinking of students in Senior High School. Telah dilakukan penelitian pengembangan perangkat pembelajaran model inkuiri dengan pendekatan scientific yang menggunakan 4-D model dan bertujuan untuk meningkatkan penguasaan konsep dan keterampilan berpikir kritis pada materi koloid di SMA. Subyek penelitian perangkat pembelajaran yang diujicobakan pada siswa kelas XI IPA SMAN 6 Surabaya dengan rancangan one group pretest-posttest, sedangkan data hasil penelitian yang diperoleh sebagai berikut: validasi RPP, buku siswa dan LKS berkategori layak, tes penguasaan konsep dan tes berpikir kritis berkategori valid. Keterlaksanaan RPP berkategori baik. Aktivitas siswa dalam pembelajaran mengalami peningkatan yang tinggi, Siswa memberikan respon positif terhadap proses pembelajaran, serta ketuntasan penguasaan konsep dan keterampilan berpikir kritis telah tercapai. Simpulan penelitian ini, bahwa perangkat pembelajaran kimia model inkuiri dengan pendekatan scientific layak dan dapat meningkatkan penguasaan konsep dan melatih berpikir kritis siswa SMA.
IMPLEMENTASI PETA KONSEP MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TPS SEBAGAI COGNITIVE DIAGNOSTIC ASSESSMENT (CDA) Widiastuti, Sussi; Yuanita, Leny; Wasis, Wasis
JPPS (Jurnal Penelitian Pendidikan Sains) Vol 2, No 2 (2013)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v2n2.p218-223

Abstract

The objective this research is to implement a concept maps as a learning strategy and Cognitive Diagnostic Assessment (CDA) using TPS? Cooperative Learning Model. The subject of this research were X TITL 1, X TKJ 2, and X TKR 4 of SMK 1 Kediri on the subject of chemical reactions with One Group Pretest-Posttest design. The implementation of lesson plan is well categorized, the most dominant student activity is working in pairs, there is the changing of students? concept understanding level. The value of the correlation between the score of concept maps and learning outcomes is 0.7, it can be interpreted that the higher score in the concept map, the higher of learning outcomes. It can be concluded that concept maps can implement  using  TPS? cooperative learning model as a learning strategies and  Cognitive Diagnostic Assessment (CDA).Penelitian ini bertujuan   mengimplementasikan peta konsep menggunakan model pembelajaran kooperatif TPS sebagai strategi belajar dan Cognitive Diagnostic Assessment (CDA). Subyek penelitian ini adalah kelas X TITL 1, X TKJ 2, dan X TKR 4 SMKN 1 Kediri  pokok  bahasan  Reaksi  Kimia  dengan  rancangan  penelitian  One Group  Pretest-Posttest  design.  Temuan hasil penelitian yakni keterlaksanaan RPP berkategori baik, aktivitas siswa yang dominan ad alah bekerja berpasangan, adanya perubahan tingkat pemahaman konsep siswa. Nilai korelasi antara skor peta konsep dan nilai hasil belajar lebih dari 0,7, dapat  disimpulkan semakin tinggi skor peta konsep semakin tinggi pula nilai hasil belajar.   Disimpulan bahwa peta konsep dapat diimplementasikan menggunakan model pembelajaran kooperatif TPS Cognitive Diagnostic Assessment (CDA).