Penerapan pendekatan pembelajaran kontekstual untuk meningkatkan penguasaan konsep dasar listrik statis mahasiswa

Authors

  • Muhammad Minan Chusni Program Studi Pendidikan Fisika, UIN Sunan Gunung Djati Bandung

DOI:

https://doi.org/10.12928/jrkpf.v3i2.5144

Abstract

Tujuan penelitian ini adalah untuk mengetahui pengaruh penerapan pendekatan pembelajaran kontekstual dalam meningkatkan penguasaan konsep dasar listrik statis mahasiswa. Penelitian ini menggunakan tiga kelas sampel yaitu dua kelas eksperimen dan satu kelas kontrol. Desain penelitian adalah random pretest-posttest comparison group design. Teknik pengumpulan data menggunakan pretes dan postes untuk mengetahui penguasaan konsep dasar listrik statis. Uji hipotesis menggunakan uji t untuk membandingkan penguasaan konsep dasar listrik statis kelas eksperimen (kelas A dan kelas D) dan kelas kontrol (kelas B), kemudian uji lanjut dengan pembandingan rerata (compare means) dan rata-rata absolute gain. Dari hasil penelitian diperoleh nilai thitung kelas A (4,298) dan thitung kelas D (4,613) > ttabel (2,000), ditambah lagi dengan nilai Sig. 0,000 < 0,05 sehingga dapat disimpulkan bahwa pendekatan pembelajaran kontekstual secara signfikan memberikan perbedaan terhadap  penguasaan konsep dasar listrik statis mahasiswa. Sedangkan dari uji compare means dan rata-rata gain ternormalisasi diperoleh kenaikan yang tinggi pada kelas eksperimen dibandingkan dengan kelas kontrol.

 

The purpose of this study was to determine the effect of the application of contextual learning approach to improve the mastery of basic concepts of static electricity students. This study use three grade sample of two experimental class and the control class. The study design was randomized pretest-posttest comparison group design. Data collection technique used pretest and posttest to determine mastery of basic concepts of static electricity. Hypothesis testing using t-test to compare the mastery of basic concepts of static electricity experiment class (class A and class D) and the control class (class B), then a further test by comparing the mean (compare means) and average absolute gain. The results were obtained tcount class A (4.298) and tcount class D (4.613)> ttable (2.000), coupled with the Sig. 0.000 <0.05 so that it can be concluded that the approach of contextual learning exhibited significantly distinction of static electricity mastery of basic concepts students. While the means test and compare the average normalized gain obtained a very high increase in the experimental class compared with the control class.

References

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Published

2016-11-08

Issue

Vol. 3 No. 2 (2016): Vol 3: Oktober 2016

Section

Articles

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