Perubahan konseptual siswa dalam memahami konsep fungsi ditinjau dari gaya kognitif field dependent dan field independent dalam pembelajaran daring
##plugins.themes.academic_pro.article.main##
Abstract
Proses perubahan konseptual memiliki keterkaitan dengan pemahaman konsep, hal ini melibatkan siswa dalam mengkonstruksi pemahamannya. Tujuan dari penelitian ini yaitu untuk mengetahui perubahan konseptual siswa dalam memahami konsep fungsi ditinjau dari gaya kognitif field dependent (FD) dan gaya kognitif field independent (FI). Penelitian ini menggunakan pendekatan penelitian kualitatif dengan jenis penelitian studi kasus. Penentuan subjek dalam penelitian ini berdasarkan teknik purposive sampling dengan kriteria memiliki kecenderungan terkuat dari masing-masing gaya kognitif field dependent dan field independent, juga memperhatikan pertimbangan guru. Teknik pengumpulan data menggunakan instrumen tes GEFT, tes pemahaman konsep, dan wawancara. Analisis data dimulai dengan tahap reduksi data, tahap penyajian data, tahap verifikasi, dan kesimpulan. Hasil penelitian ini menunjukkan bahwa perubahan konseptual siswa dalam memahami konsep fungsi dengan gaya kognitif field dependent sudah cukup baik, meskipun ada materi yang belum dikuasai oleh siswa dengan baik. Untuk selanjutnya perubahan konseptual siswa dalam memahami konsep fungsi dengan gaya kognitif field independent sudah sangat baik. Siswa memahami materi demi materi yang ada dengan sangat baik. Perubahan konseptual siswa dengan gaya kognitif field independent lebih baik dari pada siswa dengan gaya kognitif field dependent.
##plugins.themes.academic_pro.article.details##
References
Altun & Cakan, M. (2006). Undergraduate Students’ Academic Achievement, Field Dependent/Independent Cognitive Styles and Attitude toward Computers. Educational Technology & Society , 9 (1), 289-297.
Amstrong & Smith, E. (2011). Role of Cognitive Styles in Business and Management: Reviewing 40 Years of Research. International Journal of Management Reviews , 14(3), 238-262.
Andi, P. (2011). Metode Penelitian Kualitatif dalam Perspektif Rancangan Penelitian.Yogyakarta: Ar-Ruzz Media.
Arikunto, S. (2013). Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Ausubel, D. P. (1968). The Use of Advanced Organizersmin the Learning and Retention of Meaningful Verbal Material. Journal Of educational psychology , 51 (1), 267-272.
Ayas & Çalık, M. (2005). A cross-age study on the understanding of chemical solutions and their components. International Education Journal , 30-41.
Berg, E. (1991). Miskonsepsi Fisika dan Remediasi. Salatiga: Universitas Kristen Satya Wacana.
Budiyono. (2009). Statistika Untuk Penelitian (2 ed.). Surakarta: UNS Press.
Bundu, P. (2003). Pengaruh evaluasi formatif dan gaya kognitif terhadap hasil belajar IPA. Jurnal edukasi , 4 (1), 31-38.
Chi & Roscoe, R. D. (2002). The Process and Challenges of Conceptual Change. (&. L. In M. Limon, Penyunt.) Reconsidering Conceptual Change Issues in theory and practice , 3-27.
Dahar, R. W. (1989). Teori Belajar. Jakarta: Erlangga Press.
Desmita. (2009). Psikologi Perkembangan Peserta Didik. Bandung: PT Remaja Rosdakarya.
Dole & Sinatra, G. M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Pysichologist , 33 (2), 109 – 128.
Duffin & Simpson, A. 2.-4. (2000). A Search for understanding. Journal of Mathematical Behavior , 18 (4), 415-427.
Duit & Treagust, D. F. (1998). Learning in science-from behaviorism towards social constructivism beyond. (K. G. Fraser, Penyunt.) International handbook of science education , 3-25.
Effendy, O. U. (2007). Ilmu Komunikasi (Teori dan Praktek). Bandung: PT. Remaja Rosdakarya.
Faiola & Matei, S. A. (2005). Cultural cognitive style and web design: beyond a behavioral inquiry into computer-mediated communication. Journal of Computer-Mediated Communication , 11 (1), 18-24.
Fraenkel & Wallen, N. E. (1993). How To Design and Evaluate Research In Education.New York: McGraw Himm Inc.
Gagne, R. M. (1989). Kondisi Belajar dan Teori Pembelajaran. (Munandir, Penerj.) Jakarta: PAU Dirjen Dikti Depdikbud.
Gazali & Soedadyatmodjo, M. (2005). Kalkulus. Yogyakarta: Graha Ilmu.
Gulo, W. (2008). Strategi Belajar Mengaja. Jakarta: PT. Grasindo.
Hamalik, O. (2008). Kurikulum dan Pembelajaran. Jakarta: Sinar Grafika.
Herman, H. (2005). Pengembangan Kurikulum dan Pembelajaran Matematika. Malang: UM Press.
Herron, J. e. (1977). Problem Associated With Concept Analysis. Journal Science Education , 61 (2), 185-199.
Hudha & Lia, S. (2016). Perubahan Konseptual Fisika Dengan Authentic Problem Melalui Integrative Learning Pada Topik Gerak Lurus Pada SMA Suryabuana Malang. Jurnal Inspirasi Pendidikan , 6 (1), 733-743.
Kelly, B. (2001). Education Of Sexuality For Teenager. North Carolina: Charm Press.
Miles & Huberman, M. (1992). Analisis Data Kualitatif Buku Sumber Tentang Metode-Metode Baru. Jakarta: UIP.
Moleong, L. J. (2007). Metodologi Penelitian Kualitatif. Bandung: Remaja Rosdakarya.
Nasution, S. (1999). Teknologi Pendidikan. Bandung: CV Jammars.
Ngalim, P. (2010). Prinsip-Prinsip dan Teknik Evaluasi Pengajaran. Bandung: Remaja Rosda Karya.
Nugraha & Santy, A. (2016). Analisis Gaya Kognitif Field Dependent dan Field Independent Terhadap Penguasaan Konsep Fisika Siswa Kelas VII. Prosiding Seminar Nasional Fisika (E-Journal) , 5, 71-76.
Nuharini & Wahyuni, T. (2008). Matematika Konsep dan Aplikasinya. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional.
Ozdemir & Clark, B. D. (2007). An Overview of Conceptual Change Theories. Eurasia Journal of Mathematics, Science & Technology Education , 3 (4), 351-361.
Payung & Sarkadi, T. (2017). Pengaruh Model Pembelajaran dan Gaya Kognitif Terhadap Hasil Belajar Sejarah Siswa di SMAN 28 Kab. Tangerang. Jurnal Pendidikan Sejarah , 6 (1), 29-41.
Pithers, R. T. (2002). Cognitive learning style: A review of the field dependentfield independent approach. Journal of Vocational Education and Training , 54 (1), 132-135.
Posner, G. J. (1982). Accomodation of a Scientific Conception: Toward a Theory of Conceptual Change. Science Education , 88 (2), 211-227.
Putrayasa, I. B. (2013). Landasan Pendidikan. Bali: Undiksha Press.
Sanjaya, W. (2008). Kurikulum dan Pembelajaran Teori dan Praktek Pengembang KTSP.Jakarta: Kencana.
Santrock, J. (2008). Psikologi Pendidikan. Jakarta: Prenada Media Group.
Sardiman, A. M. (2010). Interaksi & Motivasi Belajar Mengaja. akarta: Rajawali Pers.
Setiawan & Widdiharto, R. (2009). Kapita Selekta Pembelajaran Aljabar Kelas VIII SMP.Yogyakarta: P4TK Matematika.
Slameto. (2003). Belajar dan Faktor-faktor yang Mempengaruhinya. Jakarta: Rineka Cipta.
Strike & Posner, G. J. (1985). A conceptual change view of learning and understanding.(I. L. Pines, Penyunt.) Orlando. FL: Academic Press.
Sudijono, A. (2011). Pengantar Evaluasi Pendidikan. Jakarta: Rajawali Pers.
Sudjana, N. (2012). Penilaian Hasil Proses Belajar Mengajar. Bandung: Remaja Rosdakarya.
Sugiyono. (2007). Metode Penelitian Kuantitatif, Kualitatif, dan R & D. Bandung: Alfabetha.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Please find the rights and licenses in Educatif : Journal of Education Research. By submitting the article/manuscript of the article, the author(s) agree with this policy. No specific document sign-off is required.
- License
The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- Author(s)' Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
- User Rights
Educatif's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, Educatifpermits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and Educatif on distributing works in the journal and other media of publications.
- Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
- Copyright and other proprietary rights relating to the article, such as patent rights,
- The right to use the substance of the article in own future works, including lectures and books,
- The right to reproduce the article for own purposes,
- The right to self-archive the article (please read out deposit policy),
- The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal (Educatif : Journal of Education Research).
- Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. Educatif will not be held liable for anything that may arise due to the author(s) internal dispute. Educatif will only communicate with the corresponding author.
6. Miscellaneous
Educatif will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed. Educatif's editors may modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.