Perancangan pembelajaran strategi konflik kognitif menggunakan peta konsep berbantuan aplikasi Mindomo untuk mereduksi miskonsepsi Peserta Didik pada materi sel

Fauziah, Sadah (2024) Perancangan pembelajaran strategi konflik kognitif menggunakan peta konsep berbantuan aplikasi Mindomo untuk mereduksi miskonsepsi Peserta Didik pada materi sel. Masters thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

INDONESIA: Penelitian ini bertujuan menganalisis validasi desain pembelajaran, membandingkan pembelajaran strategi konflik kognitif dengan pembelajaran konvensional, menganalisis perubahan miskonsepsi peserta didik, menganalisis capaian peta konsep peserta didik, serta menganalisis respon peserta didik terhadap penggunaaan aplikasi peta konsep digital Mindomo. Metode penelitian Mixed Method desain eksplorasi dengan jenis penelitian kuasi eksperimen. Jumlah sampel yang digunakan dalam penelitian sebanyak 53 peserta didik kelas VIII di salah satu SMP di Cileunyi, Kabupaten Bandung. Pengumpulan data dilakukan melalui angket validasi modul ajar, serta pretest dan posttest. Teknik analisis data menggunakan teknik validasi V.Aiken serta analisis Independent Sample Test dan Pair Sample. Hasil penelitian menunjukkan bahwa modul ajar yang telah dirancang menghasilkan validitas yang tinggi dari ketiga validator dengan nilai rata-rata 0,92. Hasil pembelajaran strategi konflik kognitif mendapatkan hasil lebih baik dari pada pembelajaran konvensional. Strategi konflik kognitif dengan menggunakan peta konsep berbantuan aplikasi mindomo menambah pemahaman peserta didik mengenai materi sel dan menurunkan miskonsepsi kelas eksperimen yang berkurang sekitar 33%. Sebanyak 61,53% peserta didik dapat memvisualisasikan dengan baik pemahaman konsep mereka melalui peta konsep digital. Aplikasi Mindomo yang digunakan dalam membuat peta konsep mendapat respon yang positif dari peserta didik dengan persentase 81,47% dengan kategori sangat baik. ENGLISH: This research aims to analyze the validation of learning designs, compare cognitive conflict strategy learning with conventional learning, analyze changes in students' misconceptions, analyze students' concept map achievements, and analyze students' responses to the use of the Mindomo digital concept map application. Mixed method research method, exploratory design with quasi-experimental research type. The number of samples used in the research was 53 class VIII students at one of the junior high schools in Cileunyi, Bandung Regency. Data collection was carried out through teaching module validation questionnaires, as well as pretests and posttests. The data analysis technique uses the V.Aiken validation technique as well as Independent Sample Test and Pair Sample analysis. The research results show that the teaching module that has been designed produces high validity from the three validators with an average value of 0.92. The results of cognitive conflict strategy learning get better results than conventional learning. The cognitive conflict strategy using concept maps assisted by the Mindomo application increases students' understanding of cell material and reduces misconceptions in the experimental class which is reduced by around 33%. As many as 61.53% of students were able to visualize their concept understanding well through digital concept maps. The Mindomo application used to create concept maps received a positive response from students with a percentage of 81.47% in the very good category.

Item Type: Thesis (Masters)
Uncontrolled Keywords: Aplikasi mindomo; Miskonsepsi sel; Peta Konsep; Strategi konflik kognitif
Subjects: Biology > Education, Research, Related Topics of Biology
Physiology > Cell Biologi, Cytology
Divisions: Pascasarjana Program Magister > Program Studi Tadris Ilmu Pengetahuan Alam
Depositing User: Sadah Fauziah
Date Deposited: 10 Jan 2025 07:09
Last Modified: 10 Jan 2025 07:09
URI: https://digilib.uinsgd.ac.id/id/eprint/103310

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