Remediasi Miskonsepsi Siswa Pada Materi Rangkaian Listrik Sederhana Menggunakan Wawancara Klinis Dalam Bahasa Ibu

This research aims to design a clinical interview in mother tonque that can be used for decreasing elementary school students' misconceptions especially about simple electrical circuit. Participants were 9 grade-6 students who speak Thionghua “Khek” as their mother tongue. They are respectively divided into three levels of knowledge such as high, medium, and low. Each of the level of knowledge consists of three students that have been chosen by purposive random sampling. Students' conceptual understanding and misconceptions were prompted by a set of diagnostic test with three alternative answers and followed a clinical interview about simple electrical circuit to remediate their misconceptions. There is no significant difference of conceptual change between student with high, medium, and low level of knowledge. Usage of a mother tongue in the posttest is better than in Bahasa for the students' conceptual change. This design of clinical interview in mother tongue can be used to foster conceptual understanding and to decrease most of the students' misconceptions in simple electrical circuit

Remediasi Miskonsepsi Siswa Pada Materi Hukum I Newton Menggunakan Model Pembelajaran Tgt Di SMP

This study aims to find out the effectiveness of Teams Games Tournament (TGT) Model in remediating students\u27 misconception on the topic of Newton\u27s First Law in SMPN 3 Ketapang. This study was done in Pre-experimental method with one-group pre-test posttest design. The 29 sample were randomly chosen through intact group technique to the Class IX E students. The data collecting technique were 12 multiple choices questions for the pretest and postest to see the students\u27 misconception changes. From the analysis, the average percentage of students\u27 misconception before remediation given by using TGT Learning Model was 39,08%, while the average percentage of students\u27 misconception on the topic of Newton\u27s First Law after remediation given by using TGT Learning Model was 9,48%. The calculation of McNemar statistic test and Binomial test show that there is significant conceptual change of 5,93 point in each question answered by the students before and after the remediation. Based on the average value of proportion, ΔS = 0,75 was obtained with high effectiveness level. Therefore, remediating the students\u27 misconception by using TGT model on the topic of Newton\u27s First Law is effective in SMPN 3 Ketapang. Hopefully this result can be an alternative for the teacher in remediating students\u27 misconception on the topic of Newton\u27s First Law

Remediasi Miskonsepsi Siswa Menggunakan Metode Demonstrasi Disertai Booklet di SMP

The purpose of this research was to know the decreasing students number of miscoception after remediation using the demonstration method accompanied by booklet about refraction of light on the lens in SMP Negeri 13 Pontianak. The form of this research was a quasy experimental design with nonequivalent control group design. The sample of this research are IXD as control class and the IXC as experiment class totaled 74. In experiment class average decreasing the percentage students number of miscoception is 58,86% and control class average is 32,67%. Mc Nemar test results show that changes in the number of students who misconceptions each concept significantly in the experimental class and the control class changes in the number of students significantly misconception occurs in 2 concepts. Based on the results of the Mann-Whitney U with significance level α = 5% Zhitung <-Ztabel (-3.027 <-1.96) indicates that there is a difference between the number of misconceptions students follow a remediation method booklet demonstration accompanied by students who take remediation using conventional methods. So that the learning method demonstration accompanied by a booklet can be used as an alternative for teachers to improve student misconceptions in physics lessons

Secondary Analysis Lembar Kerja Siswa dalam Skripsi Mahasiswa Tentang Remediasi Miskonsepsi

Secondary analysis methode was used to analyze the student worksheets used by physic education students of Tanjungpura University in their thesis titled about remediation students\u27 misconception in period 2010-2012. It was analyzed whether it fullfilled the structure criterias, dicdactic, construction, technical requirements or not, and was the purpose of study suitable already. 20 student worksheets from seven thesises were used as sample. For structure criterias, the highest number fulfilled was nine criterias, did by two student worksheets. Three dicdactic requirements were fulfilled by 19 student worksheets. The highest number of construction requirements fulfilled was eight requirements, did by four student worksheets. Six technical requirements were fulfilled by nine student worksheets. Three student worksheets have unsuitable purpose of study. While arranging student worksheets to remediate students\u27 misconceptions , it contains student cognitive conflict. Researchers have to know the right criterias to arrange the student worksheets for research instrument

Remediasi Miskonsepsi Siswa Tentang Tumbukan Menggunakan Model Learning Cycle 5e Berbantuan Media Animasi Di SMA

This research aims to determine the effectiveness of learning cycle 5E model with animation media in remediating students misconception about collision in SMA Negeri 2 Pontianak grade XI. Method that is used is pre-experimental design with one group pretest-posttest design. Tool of data collecting is multiple choice test with reason. Sample of this research is 35 students. The result of data analysis found decline that students' misconception in average is 30,97%. McNemar test result found in average is count (5,49) > table (3,84) for db =1 and α = 5% so the changes of student's misconception is significant after being remediated through learning cycle 5E model with animation media. From effect size counting the result is 1,78 with high category. It means that the remediation through learning cycle 5E model with animation media is effective in solving student misconception