EFFECT OF PROBLEM SOLVING LEARNING MODEL AND UNDERSTANDING THE CONCEPT OF PHYSICS STUDENT LEARNING OUTCOMES

Authors

  • Apriani Sijabat
  • Motlan .
  • Derlina .

DOI:

https://doi.org/10.22611/jpf.v5i2.4404

Keywords:

problem solving model, problem solving ability, understanding The Concept of physic

Abstract

This research aims to analyze the students™ problem solving ability in problem solving model and conventional learning, analyze the students™ problem solving ability between the students who have understanding the concept above the average and the students who have understanding below the average, and also analyze the interaction between the learning model and the understanding concept on the students™ problem solving ability. This research is quasi experiment. Sample selection was done by using random class technique twice, where the first class was taught problem solving model while the second class was taught conventional learning. The instrument which was used consisted of the tests of problem solving ability and test of understanding the concept. The data in this research was analyzed by using two way anova. The result of this research showed that the students™ problem solving ability who was taught problem solving model was better than the students™ problem solving ability who was taught conventional, the students™ problem solving ability with understanding the concept above the average showed a better result than the students with understanding the concept below the average, and there was an interaction between problem solving model and understanding the concept on the students™ problem solving ability

References

Anderson, O. W., & Krathwohl, D. R. 2001. A Taxonomy for Learning Teaching and Assessing. New York: Addison Wesley Longman. Arends, R. I. 2008. Learning to Teach. Yogyakarta: Pustaka Pelajar Costa, A.L. 1988. (Ed): Developing Minds: A Resource Book for Teaching Thinking. Alexandria, Virginia: Association for Supervision and Curriculum Developing (ASCD). Dahar, R.W.1989. Teori-teori Belajar. Jakarta: Erlangga. Ennis, R.H. 1985. A Concept Of Critical Thinking. Harvard Educational Review Issi, A. 2015. Pemecahan Masalah Dinamika Partikel Melalui Strategi Problem Solving “Conflict Map Untuk Meningkatkan Konseptual siswa. Jurnal Pendidikan Fisika Joyce, B.Weil, M and Calhoun,E. 2009. Models of Teaching (8 th ed). Boston: Allyn & Bacon Martin, M.O., Mullis I.V.S., dkk. 2012. TIMSS 2011 International Results in Science. Chestnut Hill: TIMSS & PIRLS International Study Center Mulyasa, E. 2007. Kurikulum Tingkat Satuan Pendidikan. Bandung: Remaja Rosdakarya. Ornek, Funda, William R. Robinson, and Mark P. Haugan. 2008. What Makes Physics Difficult?.Purdue University, West Lafayette, USA. International Journal of Environmental & Science Education, 3 (1):30“34 Polya, G. 1985. On Solving Mathematical Problem In High School, dalam Kulik Stephan & Ray™s Robert E (eds) Problem Solving In School Mathematic. Reston-Virginia. NCTM Rawzis, K. 2015. Penerapan Model Pembelajaran Fisika Berorientasi problem Solving Untuk Meningkatkan Hasil belajar Ranah kognitif Dan Kemampuan Pemecahan Masalah Pada Materi Suhu dan Kalor. Jurnal Pendidikan Fisika Rizali, A. 2009. Dari Guru Konvensional Menuju Guru Profesional. Jakarta: Grasindo Sanjaya, W. 2007. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana Slameto. 2003. Belajar dan Faktor-Faktor yang Mempengaruhinya. Jakarta: Rineka Cipta Syah, R. 2008. On the Teaching and Learning of Physics Problem Solving. Revista Mexicana De Fisica 56 (1) 22-28 Trianto. 2007. Mendesain Model-Model Pembelajaran Inovatif Berorientasi Konstruktivistik . Jakarta: Prestasi Pustaka Warimun. 2012. Penerapan Model Pembelajaran Problem Solving Pada Pembelajaran Topik Optika Pada Mahasiswa Pendidikan Fisika. Jurnal Pendidikan Fisika

Downloads

Published

2016-12-01

Issue

Vol 5, No 2 (2016)

Section

Jurnal Pendidikan Fisika Volume 5// No.2// Desember 2016

License

Copyright (c) 2016 Jurnal Pendidikan Fisika

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Jurnal Pendidikan Fisika allow the author(s) to hold the copyright without restrictions and  allow the author(s) to retain publishing rights without restrictions. Jurnal Pendidikan Fisika CC-BY or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work.

In developing strategy and setting priorities, Jurnal Pendidikan Fisika recognize that free access is better than priced access, libre access is better than free access, and libre under CC-BY or the equivalent is better than libre under more restrictive open licenses. We should achieve what we can when we can. We should not delay achieving free in order to achieve libre, and we should not stop with free when we can achieve libre.


Jurnal Pendidikan Fisika is licensed under a Creative Commons Attribution 4.0 International License.