Araştırma Makalesi
Yıl 2018,
Cilt: 4 Sayı: 12, 256 - 262, 28.12.2018
Öz
Kaynakça
- Adisendjaja, Y. H. (2017). Identifikasi Kesalahan dan Miskonsepsi Buku Teks Biologi SMU. Laporan Penelitian. Bandung: Universitas Pendidikan Indonesia. Al‐Weher, M. (2010). The effect of a training course based on constructivism on student teachers' perceptions of the teaching/learning process. Asia-Pacific Journal of Teacher Education, 32(2), p.169-185. Antink-Meyer, A. & Meyer, D.Z. (2017). Science Teachers’ Misconceptions in Science and Engineering Distinctions: Reflections on Modern Research Examples. Journal of Science Teacher Education, 27(6), p.625-647. Arslan, H. O., C. Cigdemoglu, and C. Moseley. 2012. “A Three-tier Diagnostic Test to Assess Pre-service Teachers’ Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain.” International Journal of Science Education, 34 (11): 1–20 Baviskar, S.N.; Hartle, R.T. & Whitney, T. (2009) Essential Criteria to Characterize Constructivist Teaching: Derived from a review of the literature and applied to five constructivist‐teaching method articles. International Journal of Science Education, 31(4), p. 541-550. Christianson, R.G. & Fisher, K.M. (2010). Comparison of student learning about diffusion and osmosis in constructivist and traditional classrooms. International Journal of Science Education, 26(6), p.687-698. Chi, M. T. H. & Roscoe, R. D. 2002. The process and challenges of conceptual change. In: M. Limon & L. Mason (Eds.) Reconsidering Conceptual Change: Issue Theory and Practice. Dordrecht: Kluwer. 3-27. Evergreen, M.; Cooper, R. & Loughran, J. (2016a). The articulation of the development of teacher knowledge during the implementation of new teaching procedures to enhance student understanding of molecular biological concepts. Journal Teacher Development 22(3), p.355-374 Evergreen, M., Cooper, R. & Loughran, J. (2016b). “Investigating the Use of Term Recall and Recognition Tools in Learning Terminology and Concepts in a Senior Biology Classroom.” Asia-Pacific Forum on Science Learning and Teaching,17(2), p1-26. Gall, M.D.; Gall, J. P. & Borg, W. R. (2003). Educational Research an Introduction. Boston: Pearson Education Inc. Hasan, S., D. Bagayoko, D., & Kelley, E. L. (1999). Misconceptions and the Certainty of Response Index (CRI). Journal of Phys. Educ., 34(5): 294-299 Hakim, A., Liliasari & Kadarohman (2012). Student Concept Understanding of Natural Product Chemistry in Primary and Secondary Metabolites Using the Data Collecting Technique of Modified CRI. International Online Journal of Educational Science, 4(3), p.544-553. Haslam, F & Treagust, D.F. (2010). Diagnosing secondary students' misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument. Journal of Biological Education, 21(3), p.203-211. Ibrahim, M. (2012). Konsep, Miskonsepsi dan Cara Pembelajarannya. Surabaya: Unesa University Press. Imamah, N. (2012). Peningkatan Hasil Belajar IPA Melalui Pembelajaran Kooperatif Berbasis Konstruktivisme Dipadukan Dengan Video Animasi Materi Sistem Kehidupan Tumbuhan. Jurnal Pendidikan IPA Indonesia, 1(1), p.32-36 Kao, H.L. (2007). A Study of Aboriginal and Urban Junior High School Students’ Alternative Conceptions on the Definition of Respiration. International Journal of Science Education, 29(4), p. 517-533. Karpudewan, M.; Roth, W.M. & Chandrakesan, K. (2014). Remediating misconception on climate change among secondary school students in Malaysia. Journal Environmental Education Research, 21(4), p. 631-648. Kleickmann, T., D. Richter, M. Kunter, J. Elsner, M. Besser, S. Krauss, and J. Baumert. 2013. “Teachers’ Content Knowledge and Pedagogical Content Knowledge: The Role of Structural Differences in Teacher Education.” Journal of Teacher Education, 64 (1): 90–106. Kumandaş, B.; Ateskan, A. & Lane, J. (2018). Misconceptions in biology: a meta-synthesis study of research, 2000–2014. Journal of Biological Education, 52(3), p. p.235-341. Li Xiaobao (2006). Cognitive Analysis of Student’s Errors and Misconceptions in Variables, Equations, and Functions. Texas: A&M University. Mahardika, R. (2014). Identifikasi Miskonsepsi Siswa Menggunakan Certainty of Response Index (CRI) dan Wawancara Diagnosis pada Konsep Sel. Tesis. Jakarta: UIN Syarif Hidayatullah. Meltezer, D.E. (2002). The Relationship Between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible ‘‘Hidden Variable’’ In Diagnostic Pretest Scores. American Journal Physics.70(12), p.1259-1268. Muhibbuddin (2015). Analisis Konsepsi Alternatif dan Miskonsepsi Konsep-Konsep Struktur Tumbuhan Terhadap Guru Sains dan Biologi. Serambi Akademika, 1(2), p.33-46. Potgieter,M.; Malatje, E.; Gaigher, E. & Venter,E. (2010). Confidence versus Performance as an Indicator of the Presence of Alternative Conceptions and Inadequate Problem‐Solving Skills in Mechanics. International Journal of Science Education, 32(11), p.1407-1429 Taber, K.S. & Tan, K.C.D. (2010). The Insidious Nature of ‘Hard‐Core’ Alternative Conceptions: Implications for the constructivist research programed of patterns in high school students’ and pre‐service teachers’ thinking about ionization energy. International Journal of Science Education, 33(2), p. 259-297. Tang, S.Y.F.; Wong, A.K.Y. & Cheng, M.M.H. (2012). Professional learning in initial teacher education: vision in the constructivist conception of teaching and learning. Journal of Education for Teaching, 38(4), p. 435-451. Yustina & Kapsin (2017). The Implementation of Constructivism-Based Student Worksheets Within the Theme ‘The Prevention of Land and Forest Fire’ In Science Education for Seventh Graders in Riau. Jurnal Pendidikan IPA Indonesia, 6(2), p.298-305
LEARNING THROUGH A MODULE BASED ON CONSTRUCTIVISM IN RECONSTRUCTION EFFORTS IN THE CONCEPT OF PLANT CELLS
Öz
Misconceptions
and alternative conceptions of the concept of plant cells are problems that always
occur in students. Misconception is a mistake in understanding a concept, while
an alternative conception is an understanding of an inappropriate concept. This
case is experienced by many students caused by many factors. One of the
contributing factors is the error in obtaining information about the concepts
learned. Therefore, it is necessary to
find the right learning strategy to solve these problems. This study aims to
answer the question whether learning through constructivism-based modules is effective
in reconstructing the concept of plant cells and improving learning outcomes. The
method used in this study is Experimental one group pre-test post-test design.
The research subjects were 80 students in one of the senior high schools in
Aceh Besar District, Aceh, Indonesia. Research time for three months from
February-April 2018. The parameters measured are the ability to reconstruct
concepts and increase learning outcomes. Reconstruction of concepts that
measure three aspects, namely reconstruction, understanding, and not
understanding. Improved learning outcomes are measured by calculating the
normalization of gain (n-gain). The instrument used is a constructivism-based
module and an objective test with the CRI answer sheet. Data collection was conducted
through pretest and post-test. Data analysis for concept reconstruction ability
was carried out by percentage, while to compare improvements in learning
outcomes were tested by two different test means using one sample t-test. The
results showed that the ability to understand the concept increased 54.56%, did
not understand 44.44% decreased, and misconceptions decreased 10.33%. The
t-test results also show that there is a significant difference between pretest
scores (initial ability) and n-gain score (final ability) at a significant
level of 95% (α = 0.05). The conclusion of this study is that learning through
constructivism-based modules is effective in improving cell concept
reconstruction capabilities and improving student learning outcomes.
Anahtar Kelimeler
Kaynakça
- Adisendjaja, Y. H. (2017). Identifikasi Kesalahan dan Miskonsepsi Buku Teks Biologi SMU. Laporan Penelitian. Bandung: Universitas Pendidikan Indonesia. Al‐Weher, M. (2010). The effect of a training course based on constructivism on student teachers' perceptions of the teaching/learning process. Asia-Pacific Journal of Teacher Education, 32(2), p.169-185. Antink-Meyer, A. & Meyer, D.Z. (2017). Science Teachers’ Misconceptions in Science and Engineering Distinctions: Reflections on Modern Research Examples. Journal of Science Teacher Education, 27(6), p.625-647. Arslan, H. O., C. Cigdemoglu, and C. Moseley. 2012. “A Three-tier Diagnostic Test to Assess Pre-service Teachers’ Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain.” International Journal of Science Education, 34 (11): 1–20 Baviskar, S.N.; Hartle, R.T. & Whitney, T. (2009) Essential Criteria to Characterize Constructivist Teaching: Derived from a review of the literature and applied to five constructivist‐teaching method articles. International Journal of Science Education, 31(4), p. 541-550. Christianson, R.G. & Fisher, K.M. (2010). Comparison of student learning about diffusion and osmosis in constructivist and traditional classrooms. International Journal of Science Education, 26(6), p.687-698. Chi, M. T. H. & Roscoe, R. D. 2002. The process and challenges of conceptual change. In: M. Limon & L. Mason (Eds.) Reconsidering Conceptual Change: Issue Theory and Practice. Dordrecht: Kluwer. 3-27. Evergreen, M.; Cooper, R. & Loughran, J. (2016a). The articulation of the development of teacher knowledge during the implementation of new teaching procedures to enhance student understanding of molecular biological concepts. Journal Teacher Development 22(3), p.355-374 Evergreen, M., Cooper, R. & Loughran, J. (2016b). “Investigating the Use of Term Recall and Recognition Tools in Learning Terminology and Concepts in a Senior Biology Classroom.” Asia-Pacific Forum on Science Learning and Teaching,17(2), p1-26. Gall, M.D.; Gall, J. P. & Borg, W. R. (2003). Educational Research an Introduction. Boston: Pearson Education Inc. Hasan, S., D. Bagayoko, D., & Kelley, E. L. (1999). Misconceptions and the Certainty of Response Index (CRI). Journal of Phys. Educ., 34(5): 294-299 Hakim, A., Liliasari & Kadarohman (2012). Student Concept Understanding of Natural Product Chemistry in Primary and Secondary Metabolites Using the Data Collecting Technique of Modified CRI. International Online Journal of Educational Science, 4(3), p.544-553. Haslam, F & Treagust, D.F. (2010). Diagnosing secondary students' misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument. Journal of Biological Education, 21(3), p.203-211. Ibrahim, M. (2012). Konsep, Miskonsepsi dan Cara Pembelajarannya. Surabaya: Unesa University Press. Imamah, N. (2012). Peningkatan Hasil Belajar IPA Melalui Pembelajaran Kooperatif Berbasis Konstruktivisme Dipadukan Dengan Video Animasi Materi Sistem Kehidupan Tumbuhan. Jurnal Pendidikan IPA Indonesia, 1(1), p.32-36 Kao, H.L. (2007). A Study of Aboriginal and Urban Junior High School Students’ Alternative Conceptions on the Definition of Respiration. International Journal of Science Education, 29(4), p. 517-533. Karpudewan, M.; Roth, W.M. & Chandrakesan, K. (2014). Remediating misconception on climate change among secondary school students in Malaysia. Journal Environmental Education Research, 21(4), p. 631-648. Kleickmann, T., D. Richter, M. Kunter, J. Elsner, M. Besser, S. Krauss, and J. Baumert. 2013. “Teachers’ Content Knowledge and Pedagogical Content Knowledge: The Role of Structural Differences in Teacher Education.” Journal of Teacher Education, 64 (1): 90–106. Kumandaş, B.; Ateskan, A. & Lane, J. (2018). Misconceptions in biology: a meta-synthesis study of research, 2000–2014. Journal of Biological Education, 52(3), p. p.235-341. Li Xiaobao (2006). Cognitive Analysis of Student’s Errors and Misconceptions in Variables, Equations, and Functions. Texas: A&M University. Mahardika, R. (2014). Identifikasi Miskonsepsi Siswa Menggunakan Certainty of Response Index (CRI) dan Wawancara Diagnosis pada Konsep Sel. Tesis. Jakarta: UIN Syarif Hidayatullah. Meltezer, D.E. (2002). The Relationship Between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible ‘‘Hidden Variable’’ In Diagnostic Pretest Scores. American Journal Physics.70(12), p.1259-1268. Muhibbuddin (2015). Analisis Konsepsi Alternatif dan Miskonsepsi Konsep-Konsep Struktur Tumbuhan Terhadap Guru Sains dan Biologi. Serambi Akademika, 1(2), p.33-46. Potgieter,M.; Malatje, E.; Gaigher, E. & Venter,E. (2010). Confidence versus Performance as an Indicator of the Presence of Alternative Conceptions and Inadequate Problem‐Solving Skills in Mechanics. International Journal of Science Education, 32(11), p.1407-1429 Taber, K.S. & Tan, K.C.D. (2010). The Insidious Nature of ‘Hard‐Core’ Alternative Conceptions: Implications for the constructivist research programed of patterns in high school students’ and pre‐service teachers’ thinking about ionization energy. International Journal of Science Education, 33(2), p. 259-297. Tang, S.Y.F.; Wong, A.K.Y. & Cheng, M.M.H. (2012). Professional learning in initial teacher education: vision in the constructivist conception of teaching and learning. Journal of Education for Teaching, 38(4), p. 435-451. Yustina & Kapsin (2017). The Implementation of Constructivism-Based Student Worksheets Within the Theme ‘The Prevention of Land and Forest Fire’ In Science Education for Seventh Graders in Riau. Jurnal Pendidikan IPA Indonesia, 6(2), p.298-305
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 28 Aralık 2018 |
| Gönderilme Tarihi | 3 Kasım 2018 |
| Yayımlandığı Sayı | Yıl 2018Cilt: 4 Sayı: 12 |
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