Penerapan Problem Based Learning Berbasis Toulmin’s Argument Pattern (TAP) Sebagai Upaya Remediasi Miskonsepsi Pada Materi Termodinamika

Implementation of Problem Based Learning Based on Toulmin's Argument Pattern (TAP) to Remediate Misconception In Thermodynamics Material

Miskonsepsi dalam fisika masih menjadi permasalahan serius yang perlu segera diatasi. Untuk meremediasi hal tersebut, diperlukan model pembelajaran yang efektif dan mampu meremediasi miskonsepsi dan membangun pemahaman konseptual secara mendalam. Penelitian ini bertujuan mendeskripsikan keterlaksanaan pembelajaran, tingkat miskonsepsi, serta respons peserta didik setelah diterapkannya model Problem Based Learning berbasis Toulmin Argument Pattern (TAP) pada materi termodinamika. Penelitian ini merupakan quasi experimental dengan desain Nonequivalent Control Group Design, yang dilaksanakan di SMAN 1 Pamekasan dengan sampel kelas XI-F, XI-G, dan XI-H. Instrumen penelitian meliputi lembar observasi, four-tier diagnostic test, dan angket. Analisis data dilakukan dengan uji Wilcoxon, Kruskal-Wallis, n-gain, serta perhitungan effect size. Hasil menunjukkan bahwa keterlaksanaan pembelajaran berada dalam kategori sangat baik di kelas eksperimen (91,94%) dan baik di kelas replikasi (91,13%). Tingkat miskonsepsi menurun secara signifikan di kelas replikasi (dari 57,14% menjadi 16,38%) dan eksperimen (dari 58,63% menjadi 15,10%), dibandingkan kelas kontrol (dari 56,95% menjadi 50,48%). Jenis miskonsepsi dominan adalah preconceived misconceptions dan vernacular misconceptions. Uji Kruskal-Wallis menunjukkan adanya perbedaan antara kelas kontrol dengan kelas eksperimen dan replikasi, namun tidak antara eksperimen dan replikasi. Hasil ini membuktikan bahwa model PBL berbasis TAP lebih efektif dalam meremediasi miskonsepsi dibandingkan pembelajaran konvensional. Respons peserta didik terhadap pembelajaran juga tergolong positif.

Kata Kunci : Problem Based Learning, Toulmin Argument Pattern, Miskonsepsi, Termodinamika

Misconceptions in physics remain a serious issue that must be addressed promptly. To remediate this problem, an effective instructional model is required one that not only reduces misconceptions but also fosters deep conceptual understanding. This study aims to describe the implementation of learning, the level of student misconceptions, and student responses after the application of the Problem-Based Learning (PBL) model integrated with the Toulmin Argument Pattern (TAP) on thermodynamics material. The research employed a quasi-experimental method with a Nonequivalent Control Group Design and was conducted at SMAN 1 Pamekasan with class XI-F, XI-G, and XI-H as the sample. Research instruments included observation sheets, a four-tier diagnostic test, and a student response questionnaire. Data analysis involved the Wilcoxon test, Kruskal-Wallis test, n-gain analysis, and effect size calculation. The results showed that learning implementation was categorized as very good in the experimental class (91.94%) and good in the replication class (91.13%). The level of misconceptions decreased significantly in the replication class (from 57.14% to 16.38%) and the experimental class (from 58.63% to 15.10%) compared to the control class (from 56.95% to 50.48%). The most dominant types of misconceptions were preconceived misconceptions and vernacular misconceptions. The Kruskal-Wallis test indicated a significant difference between the control class and both the experimental and replication classes, but not between the experimental and replication classes. These findings demonstrate that the PBL model based on TAP is more effective in remediating misconceptions compared to conventional learning methods. Student responses toward the learning model were also generally positive.

Keywords: Problem Based Learning, Toulmin Argument Pattern, Misconceptions, Thermodynamics