PERUBAHAN KONSEPSI SISWA PADA MATERI HAKIKAT DAN PERAN ILMU KIMIA MELALUI CONCEPTUAL CHANGE TEXT (CCT)

• Main Author: Putri, Dewanti Eka (Author)
• Format: Book
• Published: 2015-12-23.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/21838/1/S_KIM_1100248_Title.pdf; http://repository.upi.edu/21838/2/S_KIM_1100248_Abstract.pdf; http://repository.upi.edu/21838/3/S_KIM_1100248_Table_of_content.pdf; http://repository.upi.edu/21838/4/S_KIM_1100248_Chapter1.pdf; http://repository.upi.edu/21838/5/S_KIM_1100248_Chapter2.pdf; http://repository.upi.edu/21838/6/S_KIM_1100248_Chapter3.pdf; http://repository.upi.edu/21838/8/S_KIM_1100248_Chapter4.pdf; http://repository.upi.edu/21838/7/S_KIM_1100248_Chapter5.pdf; http://repository.upi.edu/21838/9/S_KIM_1100248_Bibliography.pdf; http://repository.upi.edu/21838/11/S_KIM_1100248_Appendix.pdf
• Keywords: LB1603 Secondary Education. High schools; QD Chemistry

Tahapan perubahan konseptual dapat dicapai siswa salah satunya dengan membaca Conceptual Change Text (CCT) secara mandiri. Namun saat ini CCT masih terbatas pada pokok bahasan tertentu sehingga perlu dikembangkan CCT pada pokok bahasan yang lainnya. Penelitian ini bertujuan untuk mengetahui perubahan konsepsi siswa pada materi Hakikat dan Peran Ilmu Kimia melalui kegiatan membaca CCT yang telah tervalidasi. Penelitian ini menggunakan metode Development and Validation yang meliputi tahap pembuatan CCT, validasi dan tahap uji coba lapangan. CCT diujicobakan kepada 41 siswa kelas X MIA 6 di SMAN 1 Lembang. Siswa diberikan soal pretest, kemudian membaca CCT, dan diberikan soal post-test. Pada tahap validasi, instrumen hasil validasi diolah menggunakan CVR. Hasil validasi CCT ditinjau dari aspek kesesuaian isi dengan indikator dinyatakan valid dengan nilai rata-rata CVR sebesar 0,86. Kemudian ditinjau dari aspek grafika dinyatakan valid dengan nilai rata-rata CVR sebesar 0,85 serta ditinjau dari aspek kesesuaian isi teks dengan karakteristiknya dinyatakan valid dengan nilai rata-rata CVR sebesar 0,70. Data hasil pretest dan post-test diolah menggunakan perhitungan N-Gain. Berdasarkan data hasil pretest dan post-test, diperoleh nilai N-Gain sebesar 0,34 dengan kriteria sedang. Hal tersebut menunjukkan bahwa CCT dapat meningkatan pemahaman konsep siswa. Selain itu, CCT juga berpengaruh terhadap pengetahuan miskonsepsi siswa. CCT mampu mengubah konsepsi siswa menjadi lebih baik sebesar 53,03%. ---------- The stages of conceptual change can be achieved by student by reading the Conceptual Change Text (CCT) independently. But this time CCT is still limited to certain topics, so it needs to be developed on another topic. The aim of this study is to determine student's conceptual change in the Nature and Role of topic through CCT reading activities that have been validated. This study used a Development and Validation method which includes the phase produce the CCT, validation and field-testing stage. CCT tested on 41 students of class X MIA 6 at SMAN 1 Lembang. Students are given a pretest questions, then read the CCT, and given a post-test questions. In the validation phase, instrument of validation results is processed using a CVR. CCT validation results is reviewed from the aspect of the suitability contents of the indicator is valid with an average value of CVR is 0.86. Then in terms of graphics aspect is valid with an average value of CVR is 0.85 and from the aspect of the suitability contents of the text with it's characteristics is valid with an average value of CVR is 0.70. The data from pretest and post-test is processed using N-Gain calculations. Based on the data of pretest and post-test, the value of N-gain is 0.34 with the medium criteria. It shows that the CCT can increase student's understanding of the concept. Additionally, CCT also affect to student's knowledge misconceptions. CCT can change for the better student's conceptions of 53.03%.