Pengaruh Pembelajaran Inkuiri Terbimbing dengan Penyajian Representasi Submikroskopik yang Berbeda terhadap Pemahaman Konseptual Siswa pada Materi Sel Volta

Authors

• Findiyani Ernawati Asih, Pendidikan Kimia-Pascasarjana Universitas Negeri MalangFollow
• Suhadi Ibnu, Pendidikan Kimia Pascasarjana, Universitas Negeri MalangFollow
• Suharti Suharti, Pendidikan Kimia Pascasarjana, Universitas Negeri MalangFollow

Abstract

The research was aimed to know the difference of conceptual understanding between two groups who was learned by guided inquiry with static visualization (IT-vis) and guided inquiry with analogy (IT-log) on galvanic cell Quasy experiment which nonequivalent posttet only control group design was used n this research. Learning chemistry must be explicitly to give submicroscopic aspects such as flow of electron and migration of ions. Static visualization visualises directly submicroscopic aspect by giving particulate image, but analogy visualises undirectly submicroscopic aspect by giving verbal information (analog concept). The result of mann whitney u test showed that conceptual understanding between two groups is significantly difference. Mean rank of IT-vis 32,88 is higher than IT-log 28,12. Studets’ conceptual understanding of IT-vis is higher than IT-log on galvanic cell. The difference characteristic of static visualization and analogy can influence students’ conceptual understanding.

First Page

1434

Last Page

1439

Recommended Citation

Asih, Findiyani Ernawati; Ibnu, Suhadi; and Suharti, Suharti (2018) "Pengaruh Pembelajaran Inkuiri Terbimbing dengan Penyajian Representasi Submikroskopik yang Berbeda terhadap Pemahaman Konseptual Siswa pada Materi Sel Volta," Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan: Vol. 3: No. 11, Article 7.
DOI: https://doi.org/10.17977/jptpp.v3i11.11750
Available at: https://citeus.um.ac.id/jptpp/vol3/iss11/7