Novriyanti I. Katili, Asri Arbie, Supartin

Pengaruh Penggunaan Peragaan Gerak terhadap Frekuensi Miskonsepsi Peserta Didik SMA pada Topik Kinematika Gerak

Introduction

Pengaruh penggunaan peragaan gerak terhadap frekuensi miskonsepsi peserta didik sma pada topik kinematika gerak. Penelitian ini menguji pengaruh peragaan gerak terhadap miskonsepsi siswa SMA pada kinematika fisika. Menunjukkan penurunan signifikan frekuensi miskonsepsi dan peningkatan pemahaman konsep yang tinggi.

Abstract

Penelitian ini bertujuan untuk menentukan pengaruh penggunaan peragaan gerak terhadap frekuensi miskonsepsi siswa pada topik kinematika gerak. Metode penelitian yang digunakan adalah eksperimen dengan desain One Group Pretest-Posttest. Populasi penelitian adalah siswa kelas XI-Fisika di SMA Negeri 1 Telaga Biru pada tahun ajaran 2024/2025. Sampel penelitian terdiri dari tiga kelas yang dipilih secara acak, yaitu kelas XI Fisika 6 sebagai kelas eksperimen, serta kelas XI-Fisika 1 dan XI-Fisika 2 sebagai kelas replikasi. Analisis data meliputi statistik deskriptif untuk menggambarkan karakteristik data, serta statistik inferensial, termasuk uji hipotesis dan analisis n-gain. Hasil analisis data menunjukkan penurunan frekuensi miskonsepsi yang signifikan setelah penerapan peragaan gerak. Rata-rata frekuensi miskonsepsi siswa menurun dari 9,57 menjadi 2,8 di kelas eksperimen, dari 8,17 menjadi 2,3 di kelas replikasi 1, dan dari 5,87 menjadi 1,1 di kelas replikasi 2. Uji hipotesis mengkonfirmasi adanya perbedaan signifikan dalam frekuensi miskonsepsi antara Pretest dan Posttest di ketiga kelas. Analisis n-gain menunjukkan peningkatan pemahaman konsep yang tinggi, dengan nilai 0,71 di kelas eksperimen, 0,75 di kelas replikasi 1, dan 0,72 di kelas replikasi 2.

Review

This study adeptly addresses the pervasive challenge of student misconceptions in physics, specifically within the topic of kinematics, through the application of motion demonstrations. The research aims to evaluate the direct impact of these demonstrations on the frequency of misconceptions among high school students, a crucial area for improving educational outcomes. The problem is clearly defined, and the proposed solution — active, visual demonstrations — is highly relevant and practical for educators seeking to enhance conceptual understanding and reduce common errors. The article's focus on a specific, foundational physics topic further solidifies its contribution to subject-specific pedagogical research. The methodology employs an experimental design, specifically described as a One Group Pretest-Posttest, though the implementation across three distinct, randomly selected classes (one experimental and two replication groups) lends significant strength and generalizability to the findings. This multi-group approach, effectively applying the intervention across different cohorts, enhances the reliability of the observed effects. Data analysis, incorporating descriptive statistics, inferential hypothesis testing, and n-gain analysis, is comprehensive and appropriate for the research questions. The results are compelling: a significant reduction in misconception frequency across all three classes post-intervention, with impressive n-gain scores consistently above 0.7, indicating high conceptual improvement. The detailed quantitative data presented in the abstract powerfully supports the effectiveness of the intervention. In conclusion, the findings strongly support the use of motion demonstrations as an effective strategy for mitigating student misconceptions in kinematics. The significant and consistent improvements observed across multiple student groups provide valuable empirical evidence for physics educators. This research offers a practical, evidence-based approach that can be readily integrated into high school physics curricula to foster deeper conceptual understanding. For future work, it would be beneficial to consider expanding this research to include a control group that receives traditional instruction without demonstrations, to more rigorously isolate the unique contribution of the demonstrations. Additionally, investigating the mechanisms through which these demonstrations improve understanding (e.g., visual processing, active engagement, peer discussion) could provide further theoretical insights.

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