Identifikasi miskonsepsi siswa dengan menggunakan metode Certainly of Response Index (CRI) materi gaya dan gerak kelas IV di MI Nurul Huda Ponorogo

INDONESIA:

Pembelajaran Ilmu Pengetahuan Alam (IPA) menekankan pemberian pengalaman langsung untuk mengembangkan kompetensi siswa. Karakteristik IPA yaitu mengamati, mencoba, menggunakan pengetahuan baru dan membuktikan pengalaman. Kesalahan konsep dapat bersumber dari peserta didik, bahan ajar, dan cara pembelajaran guru. Salah satu cara untuk mengidentifikasi kesalahan konsep menggunakan metode CRI (Certainty of Response Index). CRI merupakan metode untuk mengukur tingkat keyakinan/kepastian responden dalam menjawab setiap pertanyaan (soal) yang diberikan. Pengukuran CRI didasarkan pada suatu skala dan diberikan bersamaan dengan setiap jawaban suatu soal. Tingkat kepastian jawaban tercermin dalam skala CRI. Jika skalanya rendah menunjukkan bahwa siswa mengalami kesalahan konsep, jika skalanya tinggi menunjukkan bahwa siswa paham konsep.

Tujuan Penelitian ini adalah untuk (1) Mengetahui tingkatan miskonsepsi pada gaya dan gerak kelas IV di MI Nurul Huda Ponorogo. (2) Mengetahui penyebab terjadinya miskonsepsi pada materi gaya dan gerak kelas IV di MI Nurul Huda Ponorogo. Untuk mencapai tujuan di atas, digunakan pendekatan kualitatif dengan jenis penelitian deskriptif kualitatif. Pengumpulan data dilakukan dengan menggunakan metode tes, wawancara, observasi dan dokumentasi. Data yang dianalisis dengan cara mereduksi data yang tidak relevan, memaparkan data dan menarik kesimpulan.

Hasil dari penelitian tersebut menunjukkan bahwa: (1) Tingkatan Kesalahan Konsep Siswa Materi Gaya dan Gerak menggunakan metode CRI, konsep gaya gravitasi mengalami kesalahan konsep sebanyak 68,58%, konsep gaya gesek sebanyak 65,72%, konsep gaya pegas sebanyak 62,86%. Konsep pengaruh gaya terhadap kecepatan sebanyak 42,86%, konsep pengaruh gaya terhadap bentuk benda sebanyak 48,58%. (2) Penyebab Kesalahan Konsep adalah faktor siswa, faktor metode mengajar dan faktor buku.

ENGLISH:

Natural Science Learning (IPA) emphasizes the provision of hands-on experience to develop competencies so that students explore and understand the natural surroundings scientifically. The learning of science involves the characteristics of observing, trying, using new knowledge to know what is going on and prove that experience is true or false. Concept errors are from learners, teaching materials used by teachers, and teacher teaching methods. This problem occurs in elementary school of Nurul Huda Ponorogo precisely in students grade four. The way used to identify concept errors is using the CRI (Certainty of Response Index) method, which measures the level of confidence / certainty of respondents in answering each given question. CRI is usually based on a scale and is given in conjunction with each answer. The degree of certainty of the answer is reflected in the CRI scale provided, the low CRI signifies does not understand and being misconception, if the scale is high the student is understand about the lesson.

The purpose of this study is to (1) Know the level of misconception on the style and motion of class IV in elementary school of Nurul Huda Ponorogo. (2) To know the cause of misconception on the material of class and movement of class IV in elementary school Nurul Huda Ponorogo. To achieve the above objectives, used qualitative approaches with the type of descriptive qualitative research. Data collection is done by using test method, interview, observation and documentation. Data analyzed by reducing irrelevant data, exposing data and drawing conclusions.

The result of the research indicates that: (1) Depth of Student Concept Error in Material and Motion Material by using Certainty of Response Index method, the concept of gravity force experience concept error as much as 68,58%, friction force concept 65,72%, style concept springs as much as 62.86%. The concept of force influence to speed as much as 42,86%, concept of influence of force to object shape as much as 48,58%. (2) The cause of the Concept Error is due to student factors, factors of classroom teaching methods and book factors.