analisis representasi dan perubahan konsepsi guru...

ANALISIS REPRESENTASI DAN PERUBAHAN KONSEPSI

GURU SERTA SISWA SEKOLAH DASAR PADA MATERI

PERPINDAHAN KALOR

DISERTASI

Diajukan untuk memenuhi sebagai syarat untuk memperoleh

Gelar Doktor Pendidikan Dasar

Oleh

Rif’at Shafwatul Anam

NIM. 1502566

PROGRAM STUDI PENDIDIKAN DASAR

SEKOLAH PASCASARJANA

UNIVERSITAS PENDIDIKAN INDONESIA

2019

===========================================================================

Analisis Representasi dan Perubahan Konsepsi Guru serta Siswa Sekolah

Dasar pada Materi Perpindahan Kalor

Oleh


Dr. Pendidikan Dasar UPI, 2019

M. Pd Pendidikan Dasar UPI, 2013

Sebuah Disertasi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar

Doktor Pendidikan (Dr.) pada Program Studi Pendidikan Dasar

© Rif’at Shafwatul Anam 2019

Universitas Pendidikan Indonesia

April 2019

Hak Cipta dilindungi undang-undang.

Disertasi ini tidak boleh diperbanyak seluruhya atau sebagian,

dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

ii



PERPINDAHAN KALOR

DISETUJUI DAN DISAHKAN OLEH PANITIA DISERTASI

Promotor merangkap Ketua

Prof. Dr. Phil. Ari Widodo, M.Ed.

Ko-promotor merangkap Sekretaris

Dr. Paed. Wahyu Sopandi, M.A.

Mengetahui,

Ketua Program Studi Pendidikan Dasar

Dr. Paed. Wahyu Sopandi, M.A.

NIP 196605251990011001

iii

Pernyataan tentang Keaslian Disertasi dan Bebas Plagiarism

Dengan ini saya menyatakan bahwa Disertasi dengan judul “Analisis Representasi dan

Perubahan konsepsi Guru serta Siswa Sekolah Dasar pada Materi Perpindahan Kalor”

beserta seluruh isinya adalah benar-benar karya saya sendiri. Saya tidak melakukan

penjiplakan atau pengutipan dengan cara-cara yang tidak sesuai dengan etika ilmu yang

berlaku dalam masyarakat keilmuan. Atas pernyataan ini, saya siap menanggung

resiko/sanksi apabila di kemudian hari ditemukan adanya pelanggaran etika keilmuan

atau klaim dari pihak lain terhadap keaslian karya saya ini.

Penulis


NIM. 1502566

iv

UCAPAN TERIMA KASIH

Segala puji bagi Allah SWT yang senantiasa memberikan rahmat, taufiq,

hidayah, dan kesehatan kepada penulis, sehingga dapat menyelesaikan tugas akhir pada

program doktor ini berupa Disertasi. Shalawat dan Salam semoga selalu tercurah

limpahkan kepada suri teladan dan Nabi besar kita Muhammad SAW, baik kepada

keluarganya, sahabatnya dan sampai kita sebagai umatnya di akhir zaman.

Disertasi ini dapat diselesaikan bukan hanya oleh penulis sendiri tetapi banyak

bantuan baik itu secara materil maupun non-materil dari berbagai pihak yang

membantu selesainya disertasi ini. Oleh karena itu penulis ucapkan terima kasih yang

sedalam-dalamnya kepada:

1. Prof. Dr. Phil. Ari Widodo, M. Ed., selaku dosen wali dan sekaligus promotor

yang selalu meluangkan waktu untuk memberikan bimbingan yang sangat berarti

pada penulis selama proses perkuliahan dan penyelesaian disertasi ini.

2. Dr. Paed. Wahyu Sopandi, M.A., selaku ko-promotor dan sekaligus ketua

program studi pendidikan dasar yang banyak memberikan masukan serta saran-

saran yang bermanfaat dalam proses penyelesaian studi dan disertasi penulis.

3. Dr. Selly Feranie, M.Si., Dr. Endi Suhendi, M.Si., Dr. Sri Dewi Nirmala, M.Pd.,

Udin Syamsudin M.Pd., dan Famella Swalina, M.Pd. yang telah menyediakan

waktu serta kesempatan untuk membantu memvalidasi instrumen yang

digunakan dalam penelitian ini.

4. Prof. Hsin-Kai Wu dari kampus National Taiwan Normal University (NTNU)

sebagai supervisor pada kegiatan sandwich-like yang telah memberikan waktu

dan pengalaman berharga kepada penulis yang bermanfaat bagi penelitian

disertasi ini.

5. Prof. Anna Permanasari, M.Si dan Dr. Andi Suhandi, M.Si sebagai tim komisi

yang telah meriviu dan memberikan masukan yang sangat membangun dan

berguna pada disertasi penulis.

v

6. Dr. Muslim M.Pd dan Dr. Ernawulan Syaodih, M.Pd sebagai penguji internal dan

Prof. Dr. Sarwi, M.Si sebagai penguji luar (Universitas Negeri Semarang) yang

memberikan banyak masukan serta saran yang sangat bermanfaat bagi disertasi

penulis.

7. Seluruh dosen SPs UPI yang telah memberikan ilmu, pemahaman, dan

pengalaman yang sangat berguna bagi penulis selama proses studi. Kemudian

kepada para staf SPs yang selalu memberikan pelayanan terbaik kepada para

mahasiswanya.

8. Kemenristek dikti yang memberikan bantuan pembiayaan selama penulis kuliah

di UPI berupa beasiswa BBPDN, kemudian memberikan pengalaman penulis

untuk belajar dengan ahli pada bidang science education berupa beasiswa

sandwich-like dikti, dan membantu proses penelitian melalui hibah Penelitian

Disertasi Doktor (PDD) yang sangat bermafaat bagi penulis.

9. Dr. Kuswara, M.Pd., selaku ketua beserta dengan seluruh civitas akademik

STKIP Sebelas April yang selalu memberikan dukungan kepada penulis sampai

dengan selesainya disertasi ini.

10. Sahabat dan rekan mahasiswa baik dari program studi pendidikan dasar maupun

pendidikan IPA yang selalu menjadi teman diskusi bagi penulis selama proses

perkuliahan dan penelitian.

11. Dr. Mudzakir, M.Pd. (Alm) dan Ibu Anny Rumiyatie sebagai orang tua serta

Khoirul Amal Taufiqul Hakim, Nuha Desi Anggraeni, dan Zhilal Ihsan Ilahi

sebagai saudara peneliti yang selalu memberikan kasih sayang dan doa yang

tidak pernah berhenti.

12. Istri tercinta Tita Puspitawati dan anak-anakku tercinta Shakila Mumtaz Azzalea

dan Shafiya Zara Kamilah, serta keluarga besar yang senantiasa menghibur,

membantu, dan mendoakan peneliti selama ini.

vi

Penulis menyadari walaupun disertasi ini melewati berbagai tahapan perbaikan

tetapi tentu masih terdapat kekurangannya, oleh karena itu kritik dan saran membangun

dari sangat diharapkan oleh penulis untuk dapat diperbaiki di masa yang akan datang.

Akhir kata, semoga disertasi ini dapat bermafaat bagi berbagai pihak terutama pada

dunia pendidikan dasar.

Bandung, 1 Maret 2019

Penulis

vii

ABSTRAK



PERPINDAHAN KALOR


1502566

Perpindahan kalor merupakan materi yang berkaitan dengan kehidupan sehari-hari dan

selalu dipelajari dalam setiap jenjang pendidikan di Indonesia. Namun, pemahaman

konsep dari materi ini banyak mengalami miskonsepsi karena proses pembelajaran

yang hanya membahas pada fenomena yang nampak saja atau representasi

makroskopik, sedangkan alasan dari mengapa hal tersebut terjadi baik secara verbal

maupun visual pada representasi level sub-mikroskopik yang berkaitan dengan

fenomena yang sedang dipelajari tidak pernah menjadi perhatian dalam proses

pembelajaran. Penelitian ini bertujuan untuk menganalisis representasi dan perubahan

konsepsi guru serta siswa sekolah dasar pada materi perpindahan kalor. Metode

penelitian yang digunakan adalah Mix Method Explanatory. Partisipan dalam

penelitian ini adalah 5 orang guru dan 69 orang siswa kelas V. Instrumen penelitian

yang digunakan dalam penelitian ini adalah tes lima tahap yang dikembangkan peneliti

untuk menjaring konsepsi representasi partisipan pada level makroskopik dan sub-

mikroskopik baik secara verbal maupun visual yang mereka miliki berkaitan dengan

konsep perpindahan panas. Hasil penelitian menunjukkan pelatihan yang diberikan

kepada guru sebelum memberikan pembelajaran dapat mengubah konsepsi dan

representasi yang guru miliki menjadi lebih sesuai dengan konsepsi ilmiah, kemudian

pembelajaran dengan menggunakan model Constructivist Teaching Sequence (CTS)

disertai dengan guru yang diberikan pelatihan mengenai konsepsi pada dua level

representasi khususnya pada level sub-mikroskopik baik secara verbal maupun visual

dapat memfasilitasi perubahan representasi dan konsepsi siswa menjadi lebih baik pada

konsep perpindahan kalor, hal tersebut dibuktikan dengan hampir mayoritas siswa

melakukan perubahan (merevisi) konsepsi representasi mereka terutama pada

representasi level sub-mikroskopik baik secara verbal dan visual.

Kata Kunci: representasi, perubahan konsepsi, perpindahan kalor, cts

viii

ABSTRACT

ANALYSIS OF ELEMENTARY SCHOOL TEACHERS’ AND

STUDENTS’ REPRESENTATION AND CONCEPTUAL CHANGE

IN HEAT TRANSFER SUBJECT


1502566

Heat transfer is a concept related to everyday life and always studied in every level of

education in Indonesia. However, the understanding of this concept has many

misconceptions because the learning process only deals with visible/sensed phenomena

that commonly referred as macroscopic representations, while the reasons of why they

occur both verbally and visually in sub-microscopic representations related to the

phenomenon have never been attention in the learning process. This study aims to

analyze elementary school teachers’ and students’ representation and conceptual

change on the heat transfer subject. This study uses Explanatory Mix Method research

design, the participants in this study were 5 teachers and 69 students in 5 grades. The

research instrument used in this study was a five-tier test that developed by researchers

to capture the understanding of participant representations both verbally and visually

at the macroscopic and sub-microscopic level that they have related to the concept heat

transfer. The results of the study show that the training given to the teacher before

providing learning can change the understanding of teachers’ representation to be more

suitable with the scientific conception. Then learning by using the Constructivist

Teaching Sequence (CTS) model accompanied by teachers who are given training on

understanding at two levels of representation, especially at the sub-microscopic level

both verbally and visually can facilitate changes in representation and conceptual

students to be better on the concept of heat transfer, this is evidenced by the majority

of students making changes (revising) their understanding of representation especially

in the representation of sub-microscopic levels both verbally and visually.

Keywords: representation, conceptual change, heat transfer

ix

DAFTAR ISI

Isi Halaman

Halaman Persetujuan…………………………………………………………… i

Halaman Pernyataan Keaslian Disertasi dan Bebas Plagiarism………………... iii

Halaman Ucapan Terima Kasih………………………………………………... iv

ABSTRAK……………………………………………………………………... vii

ABSTRACT……………………………………………………………………. viii

Daftar Isi………………………………………………………………………... ix

Daftar Tabel…………………………………………………………………….. xi

Daftar Gambar………………………………………………………………….. xii

Daftar Lampiran………………………………………………………………... xvi

BAB I PENDAHULUAN……………………………………………………... 1

1.1 Latar Belakang Penelitian………………………………………………..

1.2 Rumusan Masalah………………………………………………………..

1.3 Tujuan Penelitian…………………………………………………………

1.4 Manfaat Penelitian………………………………………………………..

1.5 Struktur Organisasi Disertasi…………………………………………….

1

11

12

12

13

BAB II KAJIAN PUSTAKA DAN KERANGKA PENELITIAN…………. 16

2.1 Konstruktivisme dalam Pelajaran Sains …………………………………

2.2 Representasi………………………………………………………………

2.2.1 Representasi Konsep pada Guru……………………………….....

2.2.2 Representasi Konsep pada Siswa………………………………..

2.2.3 Representasi Pembelajaran……………………………………….

2.2.4 Asesemen Representasi…………………………………………..

2.2.5 Representasi Visual dalam Asesmen Representasi………………

2.3 Materi Perpindahan kalor………………………………………………..

2.4 Kerangka Pikir Penelitian………………………………………………..

16

24

28

31

33

37

40

44

52

BAB III METODE PENELITIAN…………………………………………... 59

3.1 Desain penelitian …………………………………………………….......

3.2 Subjek Penelitian…………………………………………………………

3.3 Definisi Operasional……………………………………………………..

3.3.1 Pembelajaran Model CTS………………………………………..

3.3.2 Representasi……………………………………………………...

3.3.3 Perubahan konsepsi………………………………………………

3.4 Instrumen Penelitian……………………………………………………...

3.4.1 Pengembangan Asesmen Representasi…………………………..

3.4.2 Format dan Keputusan Kategori Konsepsi Pada Tes Lima

Tahap……………………………………………………………..

3.4.3 Conceptual Change Text (CCT)………………………………….

3.5 Tahapan Penelitian……………………………………………………….

3.6 Pengumpulan Data……………………………………………………….

3.7 Analisis Data……………………………………………………………..

59

60

61

61

61

62

63

63

65

69

71

76

78

x

BAB IV HASIL TEMUAN DAN PEMBAHASAN…………………………. 82

4.1 Profil Konsepsi Guru di Dua level Representasi pada Konsep

Perpindahan kalor Secara Konduksi dan Konveksi……………………...

82

4.1.1 Konsepsi Guru tentang Konsep Konduksi………………………. 82

4.1.2 Konsepsi Guru tentang Konsep Konveksi……………………….. 105

4.2 Profil Konsepsi Siswa di Dua level Representasi pada Konsep

Perpindahan kalor Secara Konduksi dan Konveksi………………………

128

4.2.1 Konsepsi Siswa tentang Konsep Konduksi……………………… 131

4.2.2 Konsepsi Siswa tentang Konsep Konveksi……………………… 157

4.3 Pola Perubahan konsepsi dan Representasi Visual Siswa pada Konsep

Perpindahan kalor Secara Konduksi dan konveksi……………………...

182

4.3.1 Perubahan Pola Konsepsi dan Representasi Visual Siswa pada

Konsep Konduksi…………………………………………………

182

4.3.2 Perubahan Pola Konsepsi dan Representasi Visual Siswa pada

Konsep Konveksi…………………………………………………

198

BAB V SIMPULAN, IMPLIKASI DAN REKOMENDASI……………….. 220

5.1 Simpulan………………………………………………………………….

5.2 Implikasi………………………………………………………………….

5.3 Rekomendasi……………………………………………………………..

220

223

224

DAFTAR PUSTAKA…………………………………………………………. 226

LAMPIRAN…………………………………………………………………… 239

xi

DAFTAR TABEL

Tabel Halaman

Tabel 2.1 SK dan KD Konsep Perpindahan Kalor……………………… 44

Tabel 2.2 Nilai Konduktivitas Termal (k)………………………………. 50

Tabel 3.1 Data Guru Kelas V……………………………………………. 61

Tabel 3.2 Penyebaran Soal Konsepsi Dua Level Representasi………….. 64

Tabel 3.3 Hasil Perhitungan dan Kategori Validitas dan Reliabilitas Soal 65

Tabel 3.4 Contoh Format Tes Lima Tahap………………………………. 66

Tabel 3.5 Kombinasi Jawaban dan Keputusan pada Tes Lima Tahap…... 68

Tabel 3.6 Aktivitas Guru dan Siswa dalam Pembelajaran CTS…………. 74

Tabel 3.7 Kegiatan Pelatihan Guru………………………………………. 76

Tabel 3.8 Kategori Representasi Representasi Visual…………………… 79

Tabel 3.9 Penjelasan Pola dan Level Perubahan konsepsi Siswa….......... 80

Tabel 3.10 Penjelasan Pola dan Level Perubahan Representasi Visual

Siswa……..................................................................................

81

xii

DAFTAR GAMBAR

Gambar Halaman

Gambar 2.1 Siklus Pembelajaran Berbasis Konstrutivisme……………… 19

Gambar 2.2 Proses Konstruksi Pengetahuan…………………………....... 20

Gambar 2.3 Hubungan antara Guru, Siswa, dan Domain………………… 26

Gambar 2.4 Contoh Representasi Visual Guru…………………………… 30

Gambar 2.5 Contoh Representasi Visual Siswa………………………….. 32

Gambar 2.6 Hubungan antara Tingkat Konsepsi dengan Representasi

Sains….....................................................................................

36

Gambar 2.7 Proses Menggambar…………………………………………. 42

Gambar 2.8 Susunan Partikel pada Zat Padat…………………………….. 46

Gambar 2.9 Fenomena Vibrasi Partikel pada Zat Padat (logam) yang

Dipanaskan…………………………………………………..

47

Gambar 2.10 Fenomena Vibrasi Partikel pada Zat Padat (non-logam) yang

Dipanaskan…………………………………………………..

48

Gambar 2.11 Contoh Penghantaran Bahan Konduktor dan Isolator Panas... 49

Gambar 2.12 Susunan Partikel pada Zat Cair dan Gas……………………. 51

Gambar 2.13 Penjelasan Arus Konveksi…………………………………... 52

Gambar 2.14 Fenomena Konveksi pada Level Sub-mikroskopik…………. 53

Gambar 2.15 Kerangka Pikir Penelitian…………………………………… 58

Gambar 3.1 Desain Penelitian Mix Method Explanatory………………… 59

Gambar 4.1 Presentase Kategori Konsepsi Guru pada Fenomena

Keseharian……………………………………………………

83

Gambar 4.2 Persentase Representasi Verbal Guru pada Level

Makroskopik Konsep Konduksi……………………………..

84

Gambar 4.3 Persentase Representasi Verbal dan Visual Guru pada Level

Sub-mikroskopik Konsep Konduksi…………………………

86

Gambar 4.4 Persentase Representasi Verbal Guru pada Level Sub-

mikroskopik Konsep Konduksi ……………………………

89

Gambar 4.5 Persentase Kategori Representasi Visual Guru pada Konsep

Konduksi…………………………………………………….

92

Gambar 4.6 Representasi Visual Guru 1 pada Konsep Konduksi……….. 93

Gambar 4.7 Representasi Visual Guru 1 pada Fenomena Keseharian…… 95





Gambar 4.12 Representasi Visual Guru 4 pada Konsep Konduksi………... 100


Gambar 4.14 Representasi Visual Guru 5 pada Konsep Konduksi………... 101


xiii

Gambar 4.16 Persentase Kategori Jawaban Guru pada Fenomena

Keseharian Konsep Konveksi………………………………..

105

Gambar 4.17 Persentase Representasi Verbal Guru pada Level

Makroskopik Konsep Konveksi……………………………..

107


Sub-mikroskopik Konsep Konveksi…………………………

108

Gambar 4.19 Persentase Jawaban Guru Secara Verbal pada Level Sub-

mikroskopik Konsep Konveksi……………………………...

110

Gambar 4.20 Persentase Kategori Representasi Visual Guru pada Konsep

Konveksi……………………………………………………

111

Gambar 4.21 Representasi Visual Guru 1 pada Konsep Konveksi………. 114

Gambar 4.22 Representasi Visual Guru 1 pada Fenomena keseharian…… 115

Gambar 4.23 Representasi Visual Guru 2 pada Konsep Konveksi………. 116


Gambar 4.25 Representasi Visual Guru 3 pada Konsep Konveksi……….. 119


Gambar 4.27 Representasi Visual Guru 5 pada Konsep Konveksi……….. 120


Gambar 4.29 Representasi Visual Guru 4 pada Konsep Konveksi………... 122


Gambar 4.31 Presentase Kategori Konsepsi Siswa pada Fenomena

Keseharian Konsep Konduksi……………………………….

131

Gambar 4.32 Persentase Representasi Verbal Siswa pada Level

Makroskopik Konsep Konduksi……………………………

133

Gambar 4.33 Persentase Representasi Verbal dan Visual Siswa pada Level

Sub-mikroskopik Konsep Konduksi…………………………

134

Gambar 4.34 Persentase Jawaban Siswa Secara Verbal pada Level Sub-

mikroskopik Konsep Konduksi……………………………...

137

Gambar 4.35 Persentase Kategori Representasi Visual Siswa pada Konsep

Konduksi……………………………………………………..

139

Gambar 4.36 Representasi Visual Siswa 43 pada Konsep Konduksi……… 142

Gambar 4.37 Representasi Visual Siswa 43 pada Fenomena Keseharian

Konsep Konduksi……………………………………………

143




145




148



Konsep Konduksi…………………………………………….

150


xiv



152




154

Gambar 4.48 Persentase Kategori Konsepsi Siswa pada Fenomena Konsep

Konveksi……………………………………………………..

158

Gambar 4.49 Persentase Representasi Verbal Siswa pada Level

Makroskopik…………………………………………………

159


Sub-mikroskopik Konsep Konveksi…………………………

161

Gambar 4.51 Persentase Representasi Verbal Siswa pada Level Sub-

mikroskopik Konsep Konveksi……………………………

163

Gambar 4.52 Persentase Kategori Representasi Visual Pretest dan Postest

pada Konsep Konveksi………………………………………

165

Gambar 4.53 Representasi Visual Siswa 16 pada Konsep Konveksi……… 167


Konsep Konveksi……………………………………………

169




171




173




175

Gambar 4.61 Representasi Visual Siswa 2 pada Konsep Konveksi……….. 176



177




179

Gambar 4.65 Pola Perubahan Konsepsi Siswa pada Konsep Konduksi… 183

Gambar 4.66 Persentase Capaian Level Perubahan Konsepsi Siswa pada

Konsep Konduksi………..…………………………………..

184

Gambar 4.67 Pola Perubahan Representasi Visual Siswa pada Konsep

Konduksi……………………………………………………..

188

Gambar 4.68 Persentase Capaian Level Perubahan Representasi Visual

Siswa pada Konsep Konduksi………………………………

189

Gambar 4.69 Pola Perubahan konsepsi Siswa pada Fenomena Keseharian


193

xv

Gambar 4.70 Persentase Capaian Perubahan konsepsi Siswa pada

Fenomena Keseharian Konsep Konduksi……………………

194

Gambar 4.71 Pola Perubahan Representasi Visual Siswa pada Fenomena

Keseharian Konsep Konduksi………………………………..

197

Gambar 4.72 Persentase Capaian Perubahan Representasi Visual Siswa

pada Fenomena Keseharian Konsep Konduksi……………..

198

Gambar 4.73 Pola Perubahan Konsepsi Siswa pada Konsep Konveksi…. 201

Gambar 4.74 Persentase Capaian Perubahan Konsepsi Siswa pada

Fenomena Keseharian Konsep Konduksi……………………

202

Gambar 4.75 Pola Perubahan Representasi Visual Siswa pada Konsep

Konveksi……………………………………………………..

205


pada Konsep Konveksi………………………………………

206

Gambar 4.77 Pola Perubahan Konsepsi Siswa pada Fenomena Keseharian


209

Gambar 4.78 Persentase Capaian Perubahan Konsepsi Siswa pada Konsep

Konveksi…………………………………………………….

210

Gambar 4.79 Pola Perubahan Representasi Visual Siswa pada Fenomena

Keseharian Konsep Konveksi………………………………..

213


pada Konsep Konduksi………………………………………

214

xvi

DAFTAR LAMPIRAN

Lampiran Halaman

Lampiran 1 Contoh Hasil Validasi Instrumen Penelitian………………..... 239

Lampiran 2 Instrumen Penelitian………………………………………….. 248

Lampiran 3 Contoh Hasil Validasi CCT untuk Guru……………………… 256

Lampiran 4 CCT untuk Guru………………………………………………. 268

Lampiran 5 Desain Model Pembelajaran Constructivist Teaching

Sequence (CTS)………………………………………………..

292

Lampiran 6 Hasil obervasi keterlaksanaan model pembelajaran CTS…….. 304

Lampiran 7 Dokumentasi Proses Pelatihan dan Pembelajaran…………….. 311

Lampiran 8 Biodata Penulis………………………………………………... 312

226

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