Penelitian ini bertujuan untuk mendeskripsikan profil konsepsi IPA peserta didik kelas V Sekolah Dasar sebelum, sesudah, dan 1 minggu sesudah pelaksanaan remediasi miskonsepsi IPA melalui modifikasi model pembelajaran pemerolehan konsep pada peserta didik kelas V Sekolah Dasar serta mendeskripsikan keterlaksanaan dan kendala dalam pelaksanaannya.
Penelitian ini adalah penelitian pre-experimental one grup pretest posttest design. Perangkat-perangkat yang diperlukan dalam penelitian ini dikembangkan mengikuti rancangan penelitian pengembangan model 4-D (Define, Design, Develop, Disseminate). Perangkat pembelajaran remediasi miskonsepsi IPA melalui modifikasi model pembelajaran pemerolehan konsep telah divalidasi oleh ahli di bidangnya. Hasil validasi menyatakan bahwa perangkat pembelajaran dapat diterapkan. Perangkat pembelajaran yang telah divalidasi diujicobakan pada peserta didik kelas V SDN SDN Nginden Jangkungan I/247 Surabaya. Dengan jumlah peserta didik sebanyak 37 peserta didik.
Hasil uji coba terbatas menunjukkan bahwa, profil konsepsi peserta didik sebelum dilakukan remediasi miskonsepsi IPA melalui modifikasi model pembelajaran pemerolehan konsep yakni sebanyak 0% paham konsep, 0,54% tidak menguasai konsep, dan 99,46% mengalami miskonsepsi. Profil konsepsi peserta didik setelah dilakukan remediasi yaitu sebanyak 0,27% Tidak Menguasai konsep, 6,22% mengalami miskonsepsi, dan 93,78% paham konsep. Sedangkan hasil uji retensi yang dilakukan 1 minggu setelah pelaksanaan remediasi adalah 90% Paham Konsep, dan sebanyak 10% mengalami Miskonsepsi
Berdasarkan hasil uji coba terbatas dapat disimpulkan bahwa remediasi miskonsepsi IPA kelas V sekolah dasar dapat dilakukan melalui modifikasi model pembelajaran pemerolehan konsep.
This study aims to describe the science conception profile of 5th grade students before, after, and 1 week after remediation of science misconceptions through a modified concept attainment model and describe implementation and obstacles in its implementation.
This is an pre-experimental one grup pretest posttest design. This research was developed following the 4-D model development research design (Define, Design, Develop, Disseminate). The developed learning instructionals of science misconceptions remediation through modification of the concept attainment learning model has been validated by experts. The validation results state that the learning instructional can be applied. Validated learning instructional were tested on 5th grade students of SDN SDN Nginden Jangkungan I/247 Surabaya. With a total of 37 students.
The Result of limited trials showed, The profile of students conceptions prior to misconceptions’ remediation of science concept through the modification of the concept attainment model as much as 0% understand the concept, do not understand the concept is 0.54%, and 99.46% experienced misconceptions. Students Profile conceptions after the remediation of sciece misconceptions is as much as 0.27% do not understand the concept, 6.22% had misconceptions, and 93.78% understood the concept. While the retention test results conducted 1 week after the remediation were 90% understanding concepts, and as many as 10% experienced Misconceptions.
Based on the results of a limited trial, it can be concluded that remediation of science misconception in the 5thgrade can be done through a modification of the concept attainment learning model.