The Effect of Conceptual Change Approach Through Discussion Activities in Social Studies Learning on Concept Mastery and Student Social Sensitivity
Abstract
This study aims to determine the effect of the conceptual change approach through discussion activities on students' mastery of concepts and social sensitivity in social studies learning. The research method is quasi-experimental with a non-equivalent control group design. This study used a saturated sample of 50 students consisting of 25 in class VA as the control class and 25 in class VB as the experimental class. Data collection techniques were carried out using tests and questionnaires. The research data were analyzed through descriptive and inferential analysis using SPSS 25. Based on the results of the study, it can be concluded that the model of understanding the concept through discussion activities in social studies learning affects the mastery of concepts and social sensitivity of fifth-grade students at the State Elementary School 117 Inpres Kurusumange, Maros Regency.
Keywords
Full Text:
PDFReferences
Ardhana, W., Purwanto, Kaluge, L., & Santyasa, I W. (2004). Implementasi Pembelajaran Inovatif Untuk Pemahaman Dalam Belajar Fisika di SMU. Jurnal Ilmu Pendidikan. 11(2). (152-168).
Asy'ari, L. (2015). Pengembangan Model Pembelajaran Investigasi Kelompok Pada Mata Pelajaran Ilmu Pengetahuan Sosial Untuk Meningkatkan Kepekaan Sosial Murid. Bandung: Universitas Pendidikan Indonesia.
Baser, M. (2006). Fostering Conceptual Change By Cognitive Conflict Based Instruction On Students’ Understanding Of Heat And Temperature Concepts. Eurasia Journal of Mathematics, Science and Technology Education. 2(2). 96-114.
Hilmi, M. Z. (2017). Implementasi Pendidikan IPS Dalam Pembelajaran IPS Di Sekolah. Jurnal Ilmiah Mandala Education, 3(2), 164-172.
Hynd, C.R., et al. (1994). The Rule of Instructional Variables in Conceptional Change in High School Physics Topics. Journal of Research in Science Teaching. 31(9). Pp 933-946.
Mai, S. (2020). Pengaruh Model Perubahan Konseptual Menggunakan Media Android Mobile Learning Terintegrasi Al-Qur’an Terhadap Miskonsepsi Dan Self Confidence Biologi Kelas Xi (Doctoral Dissertation, Uin Raden Intan Lampung).
Makhrus, M., Widodo, W., & Agustini, R. (2018). Efektifitas Model Pembelajaran CCM-CCA untuk Memfasilitasi Perubahan Konsep Gaya Pada Mahasiswa. Jurnal Pendidikan Fisika dan Teknologi, 4(2), 253-261.
Muslimin, A. A., & Mutakallim, M. (2019). Kreativitas dalam Pembelajaran. TARBAWI: Jurnal Pendidikan Agama Islam, 4(01), 72-85.
Nenowati, S., Idawati, I., & Muslimin, A. Validitas Model Pembelajaran Group Investigation Berbantuan Media Film Dokumenter untuk Meningkatkan Sikap Nasionalisme Siswa. Indonesian Journal of Primary Education, 5(2), 10-18.
Pebriyanti, D., Sahidu, H., & Sutrio, S. (2015). Efektifitas Model Pembelajaran Perubahan Konseptual Untuk Mengatasi Miskonsepsi Fisika Pada Siswa Kelas X SMAN 1 Praya Barat tahun pelajaran 2012/2013. Jurnal Pendidikan Fisika dan Teknologi, 1(2), 92-96.
Putra, I. W. E., Sadia, I. W., & Suastra, I. W. (2014). Pengaruh Model Pembelajaran Perubahan Konseptual Terhadap Pemahaman Konsep Siswa Ditinjau Dari Gaya Kognitif. Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 4(1).
Rapih, S., & Sutaryanto, S. (2017). Pengaruh Model Pembelajaran Perubahan Konseptual (MPPK) Terhadap Hasil Belajar IPS dan Sikap Multikultural Siswa Sekolah Dasar Berlatar Belakang Monokultur. Premiere Educandum: Jurnal Pendidikan Dasar Dan Pembelajaran, 7(02), 180-188.
Rohma, E. (2018). Uapaya Meningkatkan Kepekaan Sosial Melalui Layanan Bimbingan Kelompok Dengan Teknik Diskusi di MAN Pematang Bandar. Medan: Universitas Islam Negeri Sumatera Utara.
Santyasa, I W. (2004). Pengaruh model dan seting pembelajaran terhadap remediasi miskonsepsi, pemahaman konsep, dan hasil belajar siswa pada siswa SMU. Disertasi (tidak diterbitkan). Universitas Negeri Malang.
Sundari, K., & Andriana, S. (2018). Upaya meningkatkan pemahaman konsep siswa melalui model artikulasi pada mata pelajaran ips di kelas V SDIT An-Nadwah Bekasi. Pedagogik (Jurnal Pendidikan Sekolah Dasar), 6(2), 109-116.
Suparno, P. (2005). Miskonsepsi dan perubahan konsep dalam pendidikan fisika. Yogyakarta: Gramedia Widiasarana Indonesia.
Thomas, B.I. (2012). Effects Of Conceptual Change Pedagogy On Achievement By High Ability Integrated Science Students On Energy Concepts. International Journal of Research Studies in Educational Technology. 1(1). 1-12
DOI: https://doi.org/10.24256/pijies.v5i2.2812
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Utami Febriani, Muhammad Basri, and Idawati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
©Pedagogik Journal of Islamic Elementary School.
This is an open access article under the Creative Commons - Attribution-ShareAlike 4.0 International license (CC BY-SA 4.0)
Pedagogik Journal of Islamic Elementary School Published by Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, IAIN Palopo In Collaboration with Perkumpulan Dosen Pendidikan Guru Madrasah Ibtidaiyah (PD PGMI) Indonesia.
Editorial Office:
Tarbiyah Building, 1st Floor, Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, IAIN Palopo. Jl. Agatis I Balandai, Palopo City, South Sulawesi, Indonesia 91914, Email: jurnal_pijies@iainpalopo.ac.id