Jurnal Inovasi Pendidikan IPA
Keywords
SSCS, Misconceptions, Work, Energy, Junior high school.
Document Type
Article
Abstract
Misconceptions are discrepancies between students' understanding of concepts and concepts defined by experts. Misconceptions are indicated as latent dangers in the learning process. One of the topics in science that has a high level of misconception among students is the concept of work and energy. The SSCS model is an approach put forward as an effective way to train students' conceptual understanding. This research aims to determine whether the misconceptions about the work and energy of grade 7 students will be reduced by applying the SSCS model (Search, Solve, Create, and Share) as a remediation approach. The experimental design was applied using a one-group pretest-posttest design. The research sample comprised 32 students (15 boys and 17 girls). Profiling of students' misconceptions before and after the action was measured using 14 two-level multiple-choice questions. There are four types of misconceptions based on initial measurements. The results show an average pretest score of 44.07 and an average posttest of 63.60. It can be concluded that the SSCS model significantly reduces student misconceptions. Further research on the types of errors present in mapping student profiles is recommended.
First Page
210
Last Page
223
Page Range
210-223
Issue
2
Volume
8
Digital Object Identifier (DOI)
10.21831/jipi.v8i2.49343
Source
https://journal.uny.ac.id/index.php/jipi/article/view/49343
Recommended Citation
Taqwim, M. A., Sunarno, W., & Ramli, M. (2022). Remediation using SSCS model for reducing misconceptions about work and energy. Jurnal Inovasi Pendidikan IPA, 8(2), 210-223. https://doi.org/10.21831/jipi.v8i2.49343
References
Al-Balushi, S. M., Ambusaidi, A. K., Al-Balushi, K. A., Al-Hajri, F. H., & Al-Sinani, M. S. (2020). Student-centred and teacher-centred science classrooms as visualized by science teachers and their supervisors. Teaching and Teacher Education, 89, 103014.
Andariana, A., Zubaidah, S., Mahanal, S., & Suarsini, E. (2020). Identification of biology students' misconceptions in human anatomy and physiology course through three-tier diagnostic test. Journal for the Education of Gifted Young Scientists, 8(3), 1071-1085.
Andiska, G. S. (2016). Remediasi miskonsepsi melalui model sscs (search, solve, create, share) dengan metode resitasi pada materi suhu dan kalor. Fakultas Tarbiyah Dan Keguruan, Universitas Isla Negeri Raden Intan Lampung.
Antari, W. D., & Sumarni, W. (2020). Model instrumen test diagnostik two tiers choice untuk analisis miskonsepsi materi larutan penyangga. Jurnal Inovasi Pendidikan Kimia, 14(1), 2536-2546.
Asih, D. R. (2015). Pembelajaran model sscs untuk meningkatkan kemampuan berpikir kritis siswa kelas xi materi barisan dan deret tak hingga. Skripsi Prodi Pendidikan Matematika Universitas Negeri Semarang.
Assidiqi, H. (2015). Membentuk karakter peserta didik melalui model pembelajaran search, solve, create, and share. Math Didactic: Jurnal Pendidikan Matematika, 1(1), 45-55.
Brysbaert, M., Warriner, A. B., & Kuperman, V. (2014). Concreteness ratings for 40 thousand English word lemmas. Behavior Research Methods, 46(3), 904-911.
CoÅŸtu, B., Ayas, A., & Niaz, M. (2012). Investigating the effectiveness of a POE-based teaching activity on students' understanding of condensation. Instructional Science, 40(1), 47-67.
Grazziotin-Soares, R., Blue, C., Feraro, R., Tochor, K., Ardenghi, T. M., Curtis, D., & Ardenghi, D. M. (2021). The interrelationship between confidence and correctness in a multiple-choice assessment: pointing out misconceptions and assuring valuable questions. BDJ Open, 7(1), 1-8.
Gunawan, G., Harjono, A., & Sutrio, S. (2017). Multimedia interaktif dalam pembelajaran konsep listrik bagi calon guru. Jurnal Pendidikan Fisika Dan Teknologi, 1(1), 9-14.
Hanzel, I. (2010). Studies in the Methodology of Natural and Social Sciences (1st ed.). Peter Lang International Verlag der Wissenschaften.
Harvey, L. (2012). Social Research Glossary. Quality Research International.
Hasim, W., & Ihsan, N. (2011). Identifikasi miskonsepsi materi usaha, gaya dan energi dengan menggunakan cri (certainty of response index) pada siswa kelas viii smpn 1 malangke barat. Jspf, 7(1), 25-37.
Ismiyanti, N. (2020). Perancangan pembelajaran ipa menggunakan software videoscribe. Vektor: Jurnal Pendidikan IPA, 1(2), 50-58.
Johan, H. (2012). Pengaruh search, solve, create, and share (sscs) problem solving untuk meningkatkan kemampuan mahasiswa dalam merumuskan dan memilih kriteria pemecahan masalah pada konsep listrik dinamis. Jurnal Exacta, X(2), 140-142.
Jones, M. G., & Brader-Araje, L. (2002). The impact of constructivism on education: Language, discourse, and meaning. American Communication Journal, 5(3), 1-10.
Kartal, T., Öztürk, N., & Yalvaç, H. G. (2011). Misconceptions of science teacher candidates about heat and temperature. Procedia - Social and Behavioral Sciences, 15, 2758-2763.
Khiyarunnisa', A., & Retnawati, H. (2018). A two-tier diagnostic test instrument on calculus material:what, why, and how? 5th ICRIEMS Proceedings, 479-485.
Laurence, S., & Margolis, E. (1999). Concept and Cognitive Science. In S. Laurence (Ed.), Concept: Core Readings (1st ed., pp. 3-81). MIT Press.
Lederman, N. G., & Abell, S. K. (2014). Handbook of Research on Science Education. Routledge Handbooks Online.
Majid, A. (2017). Identifikasi miskonsepsi mahasiswa menggunakan cri pada mata kuliah kalkulus ii. Jurnal "Mosharafa",6(2), 181-192.
Mascolo, M. (2009). Beyond student-centered and teacher-centered pedagogy: teaching and learning as guided participation. Pedagogy and the Human Sciences, 1(1), 3-27.
Mayuri, D., & Aswirna, P. (2021). Development of assessment instruments assisted by iSpring quizmaker to measure students ' conceptual understanding. Jurnal Inovasi Pendidikan IPA, 7(2), 213-225.
Mbajiorgu, N. (2019). Introduction to Science Education (2nd ed., Issue October). Esut press, Enugu.
Mubarokah, F. D., Mulyani, S., & Indriyanti, N. Y. (2018). Identifying students' misconceptions of acid-base concepts using a three-tier diagnostic test: A case of Indonesia and Thailand. Journal of Turkish Science Education, 15(Special Issue), 51-58.
Mufida, A. Al, & Widodo, A. (2021). Analisis kedalaman dan keterkaitan antar konsep pada pembelajaran IPA di masa pandemi. Jurnal Inovasi Pendidikan IPA, 7(2), 116-127.
Octavia, J. R. (2020). Laporan kritis masalah pembelajaran magang kependidikan iii di smpn 2 surakarta tahun pelajaran 2020/2021. Universitas Sebelas Maret.
Pizzini, E., Abell, S. K., & Shepardson, D. S. (1988). Rethinking Thinking in the Science Classroom. In The Science Teacher, 55(9), 22-25.
Purwanto, A., Pramono, R., Asbari, M., Santoso, P. B., Wijayanti, L. M., Choi, C. H., & Putri, R. S. (2020). Studi eksploratif dampak pandemi covid-19 terhadap proses pembelajaran online di sekolah dasar. EduPsyCouns: Journal of Education, Psychology and Counseling, 2(1), 1-12.
Ritonga, N., Sakdiah Boru Gultom, H., & Fitriandika Sari, N. (2017). Miskonsepsi guru biologi pada materi sistem ekskresi di sma negeri se-kabupaten labuhanbatu. Simbiosa, 6(2), 1-7.
Saddhono, K., Hasanudin, C., & Fitrianingsih, A. (2019). The ability to think creatively on SSCs using schoology apps, how is the student's language metacognitive awareness? Ingenierie Des Systemes d'Information, 24(4), 367-375.
Saregar, A., Irwandani, Abdurrahman, Parmin, Septiana, S., Diani, R., & Sagala, R. (2018). Temperature and heat learning through SSCS model with scaffolding: Impact on students' critical thinking ability. Journal for the Education of Gifted Young Scientists, 6(3), 39-52.
Setyawan, G. (2015). Pemahaman siswa tentang konsep usaha dan energi: sebuah studi kasus skripsi. Skripsi Prodi Pendidikan Matematika Dan IImu Pengetahuan Alam Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Sanata Dharma Jogjakarta.
Sheila Rohmatin Nabila, S. R. (2021). Identifikasi Miskonsepsi dan Kesulitan Siswa pada Materi Usaha dan Energi. Jurnal Penelitian Pendidikan IPA, 2(1), 67-72.
Sunarto. (2013). Pengembangan the two-tier diagnostic tes pada bidang biologi secara terkomputersisasi. Jurnal Penelitian Dan Evaluasi Pendidikan, 14(2), 206-224.
TaÅŸdere, A., & Ercan, F. (2011). An alternative method in identifying misconceptions: Structured communication grid. Procedia - Social and Behavioral Sciences, 15, 2699-2703.
Tayubi, Y. R. (2005). Identifikasi miskonsepsi pada konsep-konsep fisika menggunakan certainty of response index (CRI). Jurnal UPI, 24(3), 4-9.
Tüysüz, C. (2009). Development of two-tier diagnostic instrument and assess students' understanding in chemistry. Scientific Research and Essays, 4(6), 626-631.
Utami, R. D., Agung, S., & Bahriah, E. S. (2017). Analisis Pengaruh gender terhadap miskonsepsi siswam sman di kota depok dengan menggunakan tes diagnostik two-tier. Prosiding Seminar Nasional Pendidikan FKIP UNTIRTA, 93-102.
Yusnaeni, Y., Corebima, A. D., Susilo, H., & Zubaidah, S. (2017). Creative thinking of low academic student undergoing search solve create and share learning integrated with metacognitive strategy. International Journal of Instruction, 10(2), 245-262.