EFEKTIVITAS PENDEKATAN KETERAMPILAN PROSES PADA PEMBELAJARAN KONSEP BUNYI DI SEKOLAH DASAR

Ahmad Munawir; Nurdin Kaso

doi:10.30863/didaktika.v14i2.963

EFEKTIVITAS PENDEKATAN KETERAMPILAN PROSES PADA PEMBELAJARAN KONSEP BUNYI DI SEKOLAH DASAR

Ahmad Munawir, Nurdin Kaso

Abstract

Learning sound concepts in elementary schools is still difficult for students to understand because they are passive, learning is not yet concrete, and teachers do not use appropriate methods. This research is to explain the effectiveness of the process skills approach in learning sound concepts in elementary school. The study was conducted in a pre experimental village design with the one group pretest-posttest model. The research subjects were students in 161 Pakkodi public elementary schools, totaling 12 people. The research instruments used were tests, observations, and questionnaires. Data were analyzed descriptively with inferential statistical analysis. Student test results show that a very effective process skills approach is used to teach sound concepts because as many as 66% of students successfully scored very high. The results of teacher observation when learning takes place reach good criteria. Student responses related to the process skills approach were very good because as many as 90% gave positive responses. The results showed that an effective process skills approach was used to teach sound concepts in elementary school

Keywords: process skills approach, sound concepts, elementary school

Full Text:

PDF

References

Abdurrahman, Liliasari, Rusli, A., & Waldrip, B. (2015). Implementasi Pembelajaran Berbasis Multi Representasi untuk Peningkatan Penguasaan Konsep Fisika Kuantum. Jurnal Cakrawala Pendidikan, 1, 30–45. https://doi.org/10.21831/cp.v1i1.4189

Acesta, A. (2014). Pengalaman Melalui Penerapan Keterampilan Proses. 96. Jurnal Ilmiah Pendidikan Dasar, 1(2), 96–106.

Agustinawati, N. (2014). Pengaruh Metode Pembelajaran dan Kemandirian Belajar Terhadap Hasil Belajar Sejarah Siswa di SMAN 7 Cirebon. In Jurnal Pendidikan Sejarah (Vol. 3, Issue 2, pp. 1–7). https://doi.org/10.21009/jps.032.01

Allen, M. (2010). Misconceptions in Primary Science. Open University Press.

Amsel, E., Baird, T., & Ashley, A. (2011). Misconceptions and conceptual change in undergraduate students’ understanding of psychology as a science. Psychology Learning and Teaching, 10(1), 3–10. https://doi.org/10.2304/plat.2011.10.1.3

Arief, M. K., Handayani, L., & Dwijananti, P. (2012). Identifikasi Kesulitan Belajar Fisika pada Siswa RSBI: Studi Kasus di RSMABI se Kota Semarang. UPEJ (Unnes Physics Education Journal), 1(2). https://doi.org/10.15294/upej.v1i2.1354

Asrini, Ratman, & Laganing, N. (2016). Meningkatkan Hasil Belajar Siswa Tentang Konsep Energi Bunyi Menggunakan Pendekatan Keterampilan Proses Di Kelas IV SDN 1 Siwalempu. Jurnal Kreatif Tadulako, 4(1), 251–267.

Desstya, A., Yanti, F. A., & Saputro, A. D. (2020). Miskonsepsi Guru Sekolah Dasar pada Konsep Bunyi. AL-ASASIYYA: Journal Of Basic Education, 4(2), 13. https://doi.org/10.24269/ajbe.v4i2.2342

Dimyati, S. (2002). Penjelasan Siswa Kelas Enam terhadap Arah Mata Angin pada Peta Datar dan Globe, Rotasi Bumi yang Menyebabkan Siang dan Malam dan Posisi Relatif Bumi, Bulan, dan Matahari pada saat Gerhana Bulan dan Matahari. Seminar Fakultas Tarbiyah Dan Ilmu Keguruan Universitas Terbuka, 1–17.

Erman, E. (2017). Factors contributing to students’ misconceptions in learning covalent bonds. Journal of Research in Science Teaching, 54(4). https://doi.org/10.1002/tea.21375

Eshach, H., Lin, T. C., & Tsai, C. C. (2018). Misconception of sound and conceptual change: A cross-sectional study on students’ materialistic thinking of sound. Journal of Research in Science Teaching, 55(5), 1–20. https://doi.org/10.1002/tea.21435

Hasan, H. (2017). Kendala yang Diahadapi Guru dalam Proses Belajar Mengajar Matematika di SD Negeri Gani Kabupaten Aceh Besar. Jurnal Pesona Dasar, 1(4), 40–51.

Husna, H., & Pinem, K. (2011). Perbedaan Hasil Belajar Siswa Antara Pengajaran Multimedia dengan Pengajaran Konvensional pada Materi Iklim Global di Kelas X SMAN 1 Seruway Kabupaten Aceh Tamiang T.P. 2009/2010. Jurnal Geografi, 3(2), 83–93.

Kuhle, B. X., Barber, J. M., & Bristol, A. S. (2009). Predicting Students’ Performance in Introductory Psychology from their Psychology Misconceptions. Journal of Instructional Psychology, 36(2), 119–124.

Masrah. (2019). Peningkatan Penguasaan Konsep Energi melalui Implementasi Pendekatan Keterampilan Proses. Trapsila: Jurnal Pendidikan Dasar, 1(2), 81–90.

McCutcheon, L. E., Hanson, E., & Apperson, J. M. (1992). Relationships Among Critical Thinking Skills, Academic Achievement, and Misconceptions about Psychology. Psychological Reports, 71(2), 635–639.

Munawaroh, F., & Falahi, M. D. (2016). Identifikasi Miskonsepsi Siswa SDN Kemayoran 1 Bangkalan pada Konsep Cahaya Menggunakan CRI (Certainty Of Response Index). Jurnal Pena Sains, 3(1), 69–76.

Munawir, A. (2019a). Dimensi Full day school dalam Budaya Masyarakat Pedesaan. Jurnal Commercium: Kajian Masyarakat Kontempore, 2(2), 36–45. https://ejournal.iainpalopo.ac.id/index.php/jurnalcommercium/article/view/1438

Munawir, A. (2019b). Paradigma Guru dan Orangtua terhadap Penerapan Undang-Undang Perlindungan Anak di Sekolah. Al-Amwal : Journal of Islamic Economic Law, 4(2), 110–123. https://ejournal.iainpalopo.ac.id/index.php/alamwal/article/view/1440

Munawir, A. (2020). Penguasaan Konsep Arah Mata Angin dengan Metode Treasure Hunt di Sekolah Dasar. Didaktika: Jurnal Kependidikan, 9(2), 265–272. https://jurnaldidaktika.org/contents/article/view/36

Najiah, N. (2019). Penggunaan Pendekatan Keterampilan Proses untuk Meningkatkan Pemahaman Siswa tentang Konsep Energi Bunyi di Kelas VI SD Inpres 5/81 Mallari Kabupaten Bone. DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar, 2(1), 70–84. https://doi.org/10.31100/dikdas.v2i1.324

Nuraisah, E., Irawati, R., & Hanifah, N. (2016). Perbedaan Pengaruh Penggunaan Pembelajaran Konvensional dan Pendekatan Kontekstual terhadap Kemampuan Berpikir Kritis Matematis dan Motivasi Belajar Siswa pada Materi Pecahan. Jurnal Pena Ilmiah, 1(1), 291–300. https://doi.org/10.23819/pi.v1i1.3033

Pine, K. J., Messer, D., & St. John, K. (2001). Children’s Misconceptions in Primary Science: A Survey of Teachers’ Views. International Journal of Phytoremediation, 19(1), 79–96. https://doi.org/10.1080/02635140120046240

Rachmadhan, O., Arifin, Z., & Silviana, H. (2017). Effectiveness of the Use of Inquiry Learning Approach Towards Students ’ Improvement in Process Skills of Iv Graders in Cikeas Natural School Efektivitas Penggunaan Model Pembelajaran Inkuiri Terhadap Peningkatan Keterampilan Proses Siswa Kelas Iv Di Seko. EDUTCEHNOLOGIA, 3(1), 1–12.

Rizal, M. (2014). Pengaruh Pembelajaran Inkuiri Terbimbing dengan Mind Map terhadap Keterampilan Proses Sains dan Hasil Belajar IPA. Jurnal Pendidikan Sains, 2(4), 159–165. http://journal.um.ac.id/index.php/jps

Supardi. (2013). Sekolah Efektif: Konsep Dasar dan Praktiknya. Rajawali Pers.

Taqwa, M. R. A., & Pilendia, D. (2018). Kekeliruan Memahami Konsep Gaya , Apakah Pasti Miskonsepsi ? Jurnal Inovasi Pendidikan Fisika Dan Integrasinya, 01(02), 1–12.

Uno, H. B., & Nurdin, M. (2012). Belajar dengan Pendekatan PAILKEM. Bumi Aksara.

Yangin, S., Sidekli, S., & Gokbulut, Y. (2014). Prospective teachers’ misconceptions about classification of plants and changes in their misconceptions during pre-service education. Journal of Baltic Science Education, 13(1), 105–117.

DOI: https://doi.org/10.30863/didaktika.v14i2.963