Susan Meiliasari

Perbandingan Metode Eksperimen dan Konvensional terhadap Rasa Ingin Tahu serta PemahamanKonsep Siswa Kelas XI

Introduction

Perbandingan metode eksperimen dan konvensional terhadap rasa ingin tahu serta pemahamankonsep siswa kelas xi. Penelitian membandingkan metode eksperimen dan konvensional pada siswa kelas XI. Hasilnya, metode eksperimen lebih efektif meningkatkan rasa ingin tahu & pemahaman konsep fisika (massa jenis, tekanan hidrostatis).

Abstract

Penelitian ini bertujuan untuk membandingkan efektivitas metode eksperimen dan metode konvensional terhadap sikap rasa ingin tahu serta peningkatan pemahaman konsep fisika peserta didik pada materi massa jenis dan tekanan hidrostatis. Penelitian menggunakan desain quasi experiment dengan dua kelas, yaitu kelas eksperimen yang mendapatkan pembelajaran berbasis eksperimen dan kelas kontrol yang menerima pembelajaran konvensional. Peningkatan pemahaman konsep dianalisis melalui skor pretest dan posttest dengan perhitungan N-Gain. Sikap rasa ingin tahu diukur melalui angket setelah pembelajaran. Hasil penelitian menunjukkan bahwa nilai N-Gain kelas eksperimen berada pada kategori lebih tinggi dibandingkan kelas konvensional. Selain itu, sikap rasa ingin tahu peserta didik pada kelas eksperimen juga lebih baik. Dengan demikian, metode eksperimen lebih efektif dalam meningkatkan rasa ingin tahu dan pemahaman konsep fisika dibandingkan metode konvensional.

Review

This research investigates a crucial aspect of science education by comparing the impact of experimental and conventional teaching methods on student learning outcomes. Specifically, the study aimed to evaluate the effectiveness of these two pedagogical approaches on enhancing both the conceptual understanding of physics and the development of curiosity among 11th-grade students. Focusing on the topics of density and hydrostatic pressure, the research addresses a pertinent question regarding optimal instructional strategies for complex scientific concepts. Employing a quasi-experimental design, the study assigned students to either an experimental class, which received experiment-based instruction, or a control class, which followed a conventional teaching approach. Conceptual understanding was rigorously assessed using pretest and posttest scores, with the improvement quantified by N-Gain analysis. Student curiosity, an important affective domain outcome, was measured post-instruction through a dedicated questionnaire. The findings clearly indicate that the experimental class achieved a higher N-Gain score, signifying greater improvement in conceptual understanding. Furthermore, students in the experimental group also demonstrated superior levels of curiosity, aligning with the expected benefits of active learning. In conclusion, the study robustly supports the efficacy of the experimental teaching method over conventional approaches in fostering both cognitive and affective learning outcomes in physics. The dual benefit of improved conceptual understanding and increased student curiosity underscores the value of hands-on, inquiry-based learning. These findings have significant implications for curriculum developers and educators, advocating for the integration of more experimental activities to enrich the learning experience and cultivate a deeper engagement with scientific principles. The research provides valuable evidence for promoting teaching strategies that actively involve students in the process of scientific discovery.

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