Implementation of Cooperative Learning Model Three Stay Two Stray Assisted by ARaRaT to Reduce Students' Misconceptions  on Fluid Dynamic Material

Evelyna Gressianita; Achmad Samsudin; Agus Danawan

doi:10.20527/bipf.v12i2.18914

Implementation of Cooperative Learning Model Three Stay Two Stray Assisted by ARaRaT to Reduce Students' Misconceptions on Fluid Dynamic Material

Evelyna Gressianita, Achmad Samsudin, Agus Danawan

Abstract

This research aims to identify a decrease in students' misconceptions about dynamic fluid material after learning is implemented Three Stay Two Stray (TSTS) with the help of ARaRaT in experimental and learning classes and TSTS in the control class. This research uses mixed methods with a research design embedded in an experimental design. The research sample involved 65 students (22 male and 43 female) in class XI MIPA at one of the public high schools in Cimahi City. The technique for collecting data on students' misconceptions used the test instrument Four-Tier Fluid Dynamic Concept (FT-FDC), which consists of 10 questions that are analyzed using the reducing quantity misconceptions equation to see the decrease in the number of students' misconceptions after being given treatment. The results of the data analysis in the experimental class showed a change in the percentage of students experiencing misconceptions from 38.8% to 10%, with an average decrease of 28.8%. Meanwhile, the percentage change in the number of students' misconceptions in the control class was obtained from 36.1% to 23.9%, with an average percentage decrease of 12.2%. This research implies that students become more skilful in conducting experiments with the help of ARaRaT and better understand concepts that are not only in the form of verbal statements but with various forms of representation of images, graphs, tables, mathematical equations, and even 3D media with the help of Augmented Reality. Thus, implementing TSTS learning assisted by ARaRaT can be an alternative to physics learning to reduce students' misconceptions.

Keywords

ARaRaT; fluid dynamics; misconceptions; three stay two stray

Full Text:

PDF

References

Akçayir, M., Akçayir, G., Pektaş, H. M., & Ocak, M. A. (2016). Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories. Computers in Human Behavior, 57, 334–342. https://doi.org/10.1016/j.chb.2015.12.054

Anggraeni, C. W. (2018). Promoting education 4.0 in english for survival class: What are the Challenges? Metathesis: Journal of English Language, Literature, and Teaching, 2(1), 12. https://doi.org/10.31002/metathesis.v2i1.676

Aprita, D. F., Supriadi, B., & Prihandono, T. (2018). Identifikasi pemahaman konsep fluida dinamis menggunakan four tier test pada siswa sma. Jurnal Pembelajaran Fisika, 7(3), 315–321.

Aripiani, S. K., Samsudin, A., Kaniawati, I., Novia, H., Aminudin, A. H., Sutrisno, A. D., & Coştu, B. (2023). Diagnostic instruments of four-tier test work and energy (FORTUNE) to identify the level of students’ conceptions. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 8(1), 19–32. https://doi.org/10.24042/tadris.v8i1.13524

Ariyani, A., Kasli, E., & Halim, A. (2017). Penerapan model pembelajaran kooperatif tipe two stay two stray (tsts) untuk meningkatkan hasil belajarsiswa pada materi dinamika partikelkelas x-ipa 3 di man darussalam. Jurnal Ilmiah Mahasiswa (JIM) Pendidikan Fisika, 2(1), 160–169.

Arzak, & Ibrahim, M. (2017). Efektivitas model pembelajaran kooperatif tipe two stay two stray (tsts) terhadap hasil belajar matematika siswa kelas viii smp negeri 10 kendari pada pokok bahasan operasi bentuk aljabar. Jurnal Penelitian Pendidikan Matematika, 3(1), 31–44.

http://ojs.uho.ac.id/index.php/JPPM/article/view/2992/2244

Asmawati, R., & Wuryanto, W. (2014). Keefektifan model pembelajaran lc 5e dan tsts berbantuan lkpd terhadap hasil belajar. Kreano, Jurnal Matematika Kreatif-Inovatif, 5(1), 26–32. https://journal.unnes.ac.id/nju/index.php/kreano/article/view/3274

Astuti, I. R. W., Samsudin, A., Kaniawati, I., Suhendi, E., & Çoştu, B. (2023). Development and implementation of a four-tier close-ended test to analyze students’ misconceptions of optical instruments. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 8(2), 283. https://doi.org/10.24042/tadris.v8i2.13733

Cai, S., Chiang, F. K., Sun, Y., Lin, C., & Lee, J. J. (2017). Applications of augmented reality-based natural interactive learning in magnetic field instruction. Interactive Learning Environments, 25(6), 778–791. https://doi.org/10.1080/10494820.2016.1181094

Cai, S., Chiang, F. K., & Wang, X. (2013). Using the augmented reality 3D technique for a convex imaging experiment in a physics course. International Journal of Engineering Education, 29(4), 856–865.

Caleon, I., & Subramaniam, R. (2013). Addressing students’ alternative conceptions on the propagation of periodic waves using a refutational text. Physics Education, 48(5), 657–663. https://doi.org/10.1088/0031-9120/48/5/657

Creswell, J. W. (2012). Planning, conducting, and evaluating. Quantitative and Qualitative Research, 59–78.

Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989–1008.

https://doi.org/10.12973/eurasia.2015.1369a

Hamundu, N. H., Eso, R., & Takda, A. (2023). Identifikasi miskonsepsi peserta didik menggunakan four tier diagnostic test pada materi fluida statis dan dinamis. Indonesian Journal of Physics and Its Applications, 3(1), 8–17.

Hendriyani, Y., Effendi, H., Novaliendry, D., & Effendi, H. (2019). Augmented reality sebagai media pembelajaran inovatif di era revolusi industri 4.0. Jurnal Teknologi Informasi Dan Pendidikan, 12(2), 63–68. https://doi.org/10.24036/tip.v12i2.244

Jian-hua, S., & hong, L. (2012). Explore the effective use of multimedia technology in college physics teaching. Energy Procedia, 17, 1897–1900. https://doi.org/10.1016/j.egypro.2012.02.329

Kaniawati, I., Danawan, A., Suyana, I., Samsudin, A., & Suhendi, E. (2021). Implementation of interactive conceptual instruction (ICI) with computer simulation: Impact of students’ misconceptions on momentum and impulse material. Jurnal Ilmiah Pendidikan Fisika Al-

Biruni, 10(1), 1–17. https://doi.org/10.24042/jipfalbiruni.v10i1.8375

Kapartzianis, A., & Kriek, J. (2014). Conceptual change activities alleviating misconceptions about electric circuits. Journal of Baltic Science Education, 13(3), 298–315. https://doi.org/10.33225/jbse/14.13.298

Kendeou, P., & Van Den Broek, P. (2007). The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory and Cognition, 35(7), 1567–1577. https://doi.org/10.3758/BF03193491

Kibirige, I., Osodo, J., & Tlala, K. M. (2014). The effect of predict-observe-explain strategy on learners’ misconceptions about dissolved salts. Mediterranean Journal of Social Sciences, 5(4), 300–310. https://doi.org/10.5901/mjss.2014.v5n4p300

Kurniawan, Y., Muliyani, R., & Nassim, S. (2019). Digital story conceptual change oriented (dscc) to reduce students’ misconceptions in physics. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 8(2), 211–220. https://doi.org/10.24042/jipfalbiruni.v0i0.4596

Kusumoto, Y. (2018). Enhancing critical thinking through active learning. Language Learning in Higher Education, 8(1), 45–63. https://doi.org/10.1515/cercles-2018-0003

Manik, K., & Gafur, A. (2016). Penerapan model two stay two stray berbantuan multimedia untuk meningkatkan aktivitas dan hasil belajar ips. Harmoni Sosial: Jurnal Pendidikan IPS, 3(1), 39–49. https://doi.org/10.21831/hsjpi.v3i1.9693

Marneanu, I., Ebner, M., & Rößler, T. (2014). Evaluation of augmented reality frameworks for android development. International Journal of Interactive Mobile Technologies, 8(4), 37–44. https://doi.org/10.3991/ijim.v8i4.3974

Megahantara, G. S. (2017). (2017). Pengaruh teknologi terhadap pendidikan abad 21. Jurnal Pendidikan, 4(2), 1–7.

Nussbaum, M. E., Cordova, J. R., & Rehmat, A. P. (2017). Refutation texts for effective climate change education. Journal of Geoscience Education, 65(1), 23–34. https://doi.org/10.5408/15-109.1

Pebrianti, D. (2014). Efektifitas model pembelajaran perubahan konseptual untuk mengatasi miskonsepsi fisika pada siswa kelas x sman 1 praya barat tahun pelajaran 2012/2013. Lensa: Jurnal Kependidikan Fisika, 2(1), 150. https://doi.org/10.33394/j-lkf.v2i1.296

Rahmi, R. A. (2018). Penerapan model pembelajaran kooperatif three stay two stray berbasis pdeode* e untuk mengurangi miskonsepsi siswa sma pada materi fluida statis. Universitas Pendidikan Indonesia.

Rahmita, F. I., & Wasis, W. (2022). Remediasi miskonsepsi dengan lkpd model guided inquiry learning berbantuan phet simulation pada materi fluida dinamis. Jurnal Ilmiah Pendidikan Fisika, 6(2), 302. https://doi.org/10.20527/jipf.v6i2.5276

Samsudin, A., Aminudin, A. H., Fratiwi, N. J., Adimayuda, R., & Faizin, M. N. (2021). Measuring students’ conceptions of light waves: A survey in Central Java. IOP Conference Series: Earth and Environmental Science, 1796(1). https://doi.org/10.1088/1742-6596/1796/1/012124

Samsudin, A., Rusdiana, D., Efendi, R., Fratiwi, N. J., Aminudin, A. H., & Adimayuda, R. (2021). Development of predict-observe-explain (poe) strategy assisted by rebuttal texts on newton’s law material with rasch analysis. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 6(1), 103–115. https://doi.org/10.24042/tadris.v6i1.7641

Saputra, O., Setiawan, A., Rusdiana, D., & Muslim. (2019). Identifikasi miskonsepsi siswa sekolah menengah atas (sma) pada topik fluida dinamis. Jurnal Kreatif Online, 7(3), 22–33. http://jurnal.untad.ac.id/jurnal/index.php/JKTO/article/view/13647

Sumintono, B., Islam, U., Indonesia, I., Widhiarso, W., & Mada, U. G. (2014). Aplikasi model rasch untuk penelitian ilmu-ilmu sosial (edisi revisi) (Issue November). Trim Komunikata Publishing House.

Sumintono, & Widhiarso. (2015). Aplikasi pemodelan RASCH pada assessment pendidikan (Issue Ccm).

Wang, T., Zhang, H., Xue, X., & Cai, S. (2018). Augmented reality-based interactive simulation application in double-slit experiment. Lecture Notes in Networks and Systems, 22, 701–707. https://doi.org/10.1007/978-3-319-64352-6_66

Wiana, W. (2018). Interactive multimedia-based animation: A Study of effectiveness on fashion design technology learning. Journal of Physics: Conference Series, 953(1). https://doi.org/10.1088/1742-6596/953/1/012024

Will, K. K., Masad, A., Vlach, H. A., & Kendeou, P. (2019). The effects of refutation texts on generating explanations. Learning and Individual Differences, 69(February 2018), 108–115. https://doi.org/10.1016/j.lindif.2018.12.002

DOI: http://dx.doi.org/10.20527/bipf.v12i2.18914