INTEGRASI REMEDIASI MISKONSEPSI DALAM PEMBELAJARAN MODEL PROBLEM SOLVING MATERI SUHU DAN KALOR DI MAN - ., Nurhasanah; Tiur Maria S, Haratua; Oktavianty, Erwina (Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 2016)
Abstrak: Penelitian ini bertujuan untuk mengetahui apakah remediasi miskonsepsi yang terintegrasi dalam pembelajaran model problem solving efektif menurunkan jumlah miskonsepsi peserta didik materi suhu dan kalor kelas X IPA MAN 1 Pontianak. Penelitian ini berupa ekperimen semu rancangan Nonequivalent Control Group Design. Sampel penelitian ini 33 peserta didik kelas X IPA 3 (kelas eksperimen) dan 33 peserta didik kelas X IPA 1 (kelas kontrol) dipilih dengan teknik intact group. Hasil penelitian berdasarkan uji U Mann-Whitney diperoleh Zhitung < -Ztabel (-5,78 < -1,96) maka Ho ditolak. Hal ini menunjukkan bahwa terdapat perbedaan penurunan jumlah miskonsepsi peserta didik yang signifikan (? = 5%) antara kelas eksperimen dan kelas kontrol. Besar efektivitas penerapan remediasi miskonsepsi yang terintegrasi dalam pembelajaran terhadap penurunan jumlah miskonsepsi peserta didik tergolong tinggi (d = 1,46). Dengan demikian, penggunaan remediasi yang terintegrasi dalam pembelajaran efektif menurunkan jumlah miskonsepsi peserta didik materi suhu dan kalor. Kata Kunci: Integrasi Remediasi Miskonsepsi, Problem Solving Abstract: The purpose of this Quasi-Experimental Research Design with Nonequivalent Control Group Design was used to determine remediation that integrated in the learning is effective to reduce the number of students? misconception about temperature and heat material in senior high school. This study involved 33 students of class X IPA 3 (experimental group) and 33 students of class X IPA 1 (control group) as the sample which had been chosen by intact group. The results based on the U Mann-Whitney test was obtained Zscore <    -Ztable (-5.78 < -1.96), so Ho is rejected. This showed that there are differences significant decreasement the number of students? misconception (? = 5%) between the experimental group and control group. The effect size implementation of the remediation that integrated in the learning to decreased the number of students? misconception is high (d = 1.46). Thus, the use of integrated remediation in learning is effective to reduce the number of students? misconception in the temperature and heat material. Keywords:        Integration Remediation Misconception, Problem Solving