STUDI TENTANG KONSEPSI (MAHA)SISWA DALAM MEMAHAMI FENOMENA PERGANTIAN SIANG DAN MALAM

Theo Jhoni Hartanto, Susi Marcelina

Abstract


Abstract. Everyone must experience regular day and night changes. The question is: how could the day and night shift occur? It is often not all people's understanding of the event is in accordance with scientific concepts. This article describes the conceptions of a number of students about the day and night turnover events. This study was carried out through pictures and explanations from each participant's interview. Participants in this study consisted of 10 high school students and 16 first year students of Physics Education Study Program, all participants lived in Palangka Raya and its surroundings. Based on the results of the study, students still have many misconceptions about day-night shifts, for example the conception of revolving Earth models, rotation models, revolving sun-moon models, and blocking models. The conceptions found in this study have similarities with the results of studies abroad in various age groups and levels of education.


Keywords: day and night, conception, scientific concept

 

Abstrak. Setiap orang pasti mengalami pergantian siang dan malam secara beraturan. Pertanyaannya: bagaimana peristiwa pergantian siang dan malam itu bisa terjadi? Seringkali tidak semua pemahaman orang-orang terhadap peristiwa tersebut sesuai dengan konsep ilmiah. Artikel ini mendeskripsikan konsepsi dari beberapa siswa dan mahasiswa tentang peristiwa pergantian siang dan malam. Studi ini dilaksanakan melalui gambar dan penjelasan dari wawancara masing-masing partisipan. Partisipan dalam studi ini terdiri dari: 10 siswa sekolah menengah dan 16 mahasiswa tahun pertama Prodi Pendidikan Fisika, seluruh partisipan tinggal di Kota Palangka Raya dan sekitarnya. Berdasarkan hasil studi, pada siswa dan mahasiswa masih banyak konsepsi-konsepsi yang salah tentang pergantian siang-malam, misalnya konsepsi revolving Earth model, rotation model, revolving sun-moon model, dan blocking model. Konsepsi-konsepsi yang ditemukan dalam studi ini memiliki kemiripan dengan hasil-hasil studi di luar negeri pada berbagai kelompok umur dan jenjang pendidikan.

 

Kata kunci: siang dan malam, konsepsi, konsep ilmiah

Full Text:

PDF

References


Allen, M. (2010). Misconceptions in Primary Science, Open University Press, McGraw-Hill Companies.

A.R. Saavedra and V.D. Opfer. (2012). Teaching and Learning 21st Century Skills: Lessons from the Learning Sciences. Rand Corporation.

Baxter, J. (1989). Childrens understanding of familiar astronomical events. International Journal of Science Education, 11(5), 502-513.

Bryce, T. G. K. & Blown, E. J. (2013). Children’s Concepts of the Shape and Size of the Earth, Sun and Moon. International Journal of Science Education, 35(3), 388–446.

Chi, M.T.H. (2008). Three Types of Conceptual Changes: Belief Revision, Mental Model Tranformation, and Categorical Shift in Vosniadou (Ed.), Handbook of research on conceptual change (pp. 61-82). Hillsdale, NJ: Erlbaum.

Chiras, A. & Valanides, N. (2008). Day/night cycle: mantal models of primary school children, Science Education International, 19(1) 65 – 83.

Dahar, R.W. (2011). Teori-teori Belajar dan Pembelajaran. Jakarta: Erlangga.

Feather, R.M. & Zike, D. (2005). Astronomy. United States: Glencoe/McGraw-Hill.

Frede, V. (2006). Pre-service elementary teacher‟s conceptions about astronomy. Advances in Space Research, 38, 2237–2246.

Galperin, D and Raviolo, A. (2015). Argentinean students’ and teachers’ conceptions of day and night: an analysis in relation to astronomical reference systems, Science Education International, 26(2), 126-147.

Govender, N. (2011). South African primary school teachers' scientific and indigenous conceptions of the Earth-Moon-Sun system. African Journal of Research in Mathematics, Science and Technology Education, 15(2), 154-167.

Ibrahim, M. (2012). Seri Pembelajaran Inovatif: Konsep, Miskonsepsi, dan Cara Pembelajarannya. Surabaya: Unesa Press.

Jonassen, D. H. (1991). Evaluating constructivist learning. Educational Technology, 31(9), 2833.

Korur, Fikret. (2015). Exploring Seventh-Grade Students’ and Pre-Service Science Teachers’ Misconceptions in Astronomical Concepts. Eurasia Journal of Mathematics, Science & Technology Education, 2015, 11(5), 1041-1060

National Academy of Science-Research Council. (1997). Science Teaching Reconsidered: A Handbook. Washington DC: National Academy Press.

Saavedra, Anna & Opfer, V. Darleen. (2012). Teaching and Learning 21st Century Skills: Lesson from the Learning Sciences. Rand Corporation, Asia Society Partnership for Global Learning.

Schoon, K. (1995). The origin and extent of alternative conceptions in the Earth and space sciences: a survey of pre-service elementary teachers. Journal Elementary Sciences Education, 7(2), 27-46.

Sharp, John. (1996). Children's astronomical beliefs: a preliminary study of Year 6 children in south-west England. International Journal of Science Education, 18:6, 685-712.

Slavin, R. (2011). Psikologi Pendidikan. Jakarta: PT Indeks.

Stover, S. & Saunders, G. (2000). Astronomical misconceptions and the effectiveness of science museums in promoting conceptual change. Journal of Elementary Science Education, 12(1), 41-52.

Suparno, P. (2013). Miskonsepsi dan Perbaikan Konsep dalam Pendidikan Fisika. Jakarta: Gramedia Widiasarana Indonesia.

Tobin, K.G., & Tippins, D. (1993). Constructivism as a referent for teaching and learning. In K.G. Tobin (Ed., The practice of constructivism in science education, Washington, DC: AAAS Press.

Trumper, R. (2000). University students‟ conceptions of basic astronomy concepts. Physics Education, 35(1), 9-15.

Trumper, R. (2001a). A cross-age study of junior high school students‟ conceptions of basic astronomy concepts. International Journal of Science Education, 23(11), 1111-1123.

Trumper, R. (2001b). A Cross-age study of senior high school students conceptions of basic astronomy concepts. Research in Science and Technological Education, 19(1), 97-109

Trumper, R. (2001c). A cross-college age study of science and nonscience students’ conceptions of basic astronomy concepts in pre-service training for high-school teachers. Journal of Science Education and Technology, 10(2), 189-195.

van den Berg, E. (1991). Miskonsepsi Fisika dan Remidiasi. Salatiga: Universitas Kristen Satya Wacana.

Vosniadou, S. & Brewer, W. F. 1992. Mental models of the Earth: a study of conceptual change in childhood. Cognitive Psychology, 24(4), 535-585.

Vosniadou, S., & Brewer, W. F. (1994). Mental Models of the Day/ Night Cycle. Cognitive Science, 18, hlm. 123-183.

Vosniadou, S., Skopeliti, I. & Ikospentaki K. (2004). Modes of knowing and ways of reasoning in elementary astronomy. Cognitive Development, 19, 203-222.

Zeilik, M., Schau, C. & Mattern, N. (1998). Misconceptions and their change in university-level astronomy courses. The Physics Teacher, 36(2), 104-107.




DOI: http://dx.doi.org/10.20527/jvk.v34i2.7120

Article Metrics

Abstract view : 689 times
PDF - 23038 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Vidya Karya

Indexed By

Creative Commons License

Vidya Karya is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.