REMEDIASI MISKONSEPSI PEMBENTUKAN BAYANGAN PADA CERMIN MENGGUNAKAN PICTURE AND PICTURE BERBANTUAN (GNT) DI SMA - CAROLIN, BETZY; Sahala, Stepanus; Mursyid, Syukran (Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 2016)
Abstrak: Penelitian ini bertujuan untuk mengetahui tingkat efektivitas model picture and picture berbantuan guided note taking dalam meremediasi miskonsepsi siswa tentang pembentukan bayangan di kelas X SMA Panca Bhakti Pontianak. Bentuk penelitian ini pre-eksperimental dengan rancangan one group pretest-posttest design. Tes berupa Three-Tier Diagnostic Test berbentuk pilihan ganda dengan tiga komponen penyusun yaitu, pilihan jawaban dari soal, pilihan alasan memilih jawaban dan tingkat keyakinan siswa terhadap jawaban. Rata-rata miskonsepsi siswa sebelum diberikan remediasi sebesar 48,1% dan setelah diberikan remediasi turun sebesar 27,7%. Materi pembentukan bayangan pada cermin untuk semua konsep, hasil uji Mc Nemar menunjukkan perubahan jumlah miskonsepsi yang signifikan ( < ). Rata-rata efektivitas penggunaan model picture and picture berbantuan guided note taking untuk tiga konsep pembentukan bayangan pada cermin 0,43 (tergolong sedang). Model pembelajaran picture and picture berbantuan guided note taking diharapkan dapat digunakan sebagai alternatif kegiatan remediasi bagi siswa yang mengalami miskonsepsi agar dapat meningkatkan keaktifan siswa dan mengatasi miskonsepsi siswa. Kata Kunci: Remediasi, Miskonsepsi, Picture and Picture, Guided Note Taking, Pembentukan Bayangan pada Cermin Abstract: The aim of this research is to test the effectiveness of picture and picture model assisted by guided note taking to remediate students’ misconception about the role of primary rays concept of tenth grade. The concept test is named as pre-experimental which is design in one group pretest-posttest. The concept test is consisting three-tier, students are supposed to select correct choice out of three, write their reasoning and select the level of certainty. The percentage of students’ misconception before have remedial courses is 48.1% and after have given the treatment the percentage is reduce as 27.7%. Students’ conceptual change about role of primary rays concept showed by Mc Nemar value as ( < ). The effect size was measured by finger segments principal, the concepts was about the role of primary rays on plan mirror, convex mirror, and concave mirror. The percentages of three concept mentioned is 0.43 (medium categories). The picture and picture model assisted by guided note taking could be an alternative way to remediate students’ misconceptions. Keywords: Remediation, Misconception, Picture and Picture, Guided Note Taking, and The Role of Primary Rays Concept.