STRATEGI KONFLIK KOGNITIF SEBAGAI PEMBELAJARAN REMEDIAL MATERI LAJU REAKSI UNTUK MEREDUKSI MISKONSEPSI SISWA XI MIPA SMAN 2 BLITAR

Cognitif Conflict Strategy as Remedial Learning of Reaction Rate Material to Reduce Misconceptions for Students Class XI MIPA SMAN 2 Blitar

Penelitian ini memiliki tujuan yakni mendiskripsikan keterlaksanaan, aktivitas belajar siswa, profil miskonsepsi siswa sebelum maupun setelah adanya pembelajaran remedial strategi konflik kognitif pada sub materi faktor-faktor yang mempengaruhi laju reaksi, juga pergeseran miskonsepsinya. Penelitian menggunakan metode kuantitatif tipe pra-eksperimen model One Group Pretest-Posttest Design. Instrumen menggunakan lembar pengamatan keterlaksanaan, aktivitas belajar siswa, tes diagnostik three tier. Subyek penelitian yakni siswa yang menderita miskonsepsi di kelas XI MIPA 2 SMAN 2 Blitar sebanyak 11 siswa. Hasil analisis menunjukkan keterlaksanaan pembelajaran remedial sebesar 97,59% dan 98,07% pada pertemuan pertama dan pertemuan kedua yang menujukkan kategori sangat baik. Aktivitas belajar siswa sebesar 100% pada pertemuan pertama dan kedua menunjukkan kategori sangat baik. Profil miskonsepsi siswa sebelum pembelajaran sebesar 61,36%, setelah dilakukan pembelajaran persentase menjadi 12,87%. Adanya selisih persentase sebelum dan sesudah sebanyak 48,48% menunjukkan jika terjadi pergeseran miskonsepsi setelah pembelajaran remedial strategi konflik kognitif. Selain itu, pergeseran dibuktikan lebih jelas dengan uji t berpasangan yang menghasilkan nilai signifikasi 0. Dapat disimpulkan bahwa pembelajaran remedial strategi konflik kognitif dapat mereduksi miskonsepsi pada sub materi faktor-faktor yang mempengaruhi laju reaksi.

Kata kunci: Pembelajaran remedial; Miskonsepsi; Strategi Konflik Kognitif; Laju Reaksi.

The aims of this study to was describe the implementation, learning activities of students, known profile of students' misconceptions before and after the remedial learning of cognitive conflict strategies on the sub-topic factors that impact to the reaction rate, and also the shift in misconceptions that occur. The research method was is a pre-experimental quantitative type with the One Group Pretest-Posttest Design model. The instruments used were in the form of implementation observation sheets, student learning activities, three tier diagnostic tests. The research subjects were 11 students who experienced misconceptions in class XI MIPA 2 SMAN 2 (High School) Blitar. The outcome of the analysis showed that the implementation strategies of remedial learning was 97.59% and 98.07% at the first and second meetings, which showed a very good category. Student learning activity at 100% at the first and second meetings showed a very good category. The profile of students' misconceptions before learning was 61.36%, after learning the percentage was 12.87%. The difference in the percentage before and after as much as 48.48% indicates that there is a shift in misconceptions coorection after remedial learning cognitive conflict strategies. In addition, the shift is evidenced by the paired t test which produces a significance value of 0. In summary, learning remedial cognitive conflict strategies can reduce misconceptions in sub-topic reaction rate factors that impact to the reaction rate.

Keywords: Remedial Learning; Misconception; Cognitive Conflict Strategy; Reaction rate.