PENERAPAN MODEL PEMBELAJARAN PREDICT DISCUSS EXPLAIN OBSERVEDISCUSSEXPLAIN (PDEODE) TERBIMBING UNTUK MEREDUKSI MISKONSEPSI SISWA PADA MATERI LAJU REAKSI SMA NEGERI 1 SUMBERREJO BOJONEGORO (APPLIYING OF GUIDED PREDICT DISCUSS EXPLAIN OBSERVE DISCUSS EXPLAIN (PDEODE) LEARNING MODEL TO REDUCE THE STUDENT’S MISCONCEPTIONS ON REACTION RATEIN SMA NEGERI 1 SUMBERREJO BOJONEGORO)

Abstract

Penelitian ini bertujuan untuk mengetahui pergeseran miskonsepsi siswa sebelum dan sesudah diterapkannya model pembelajaran PDEODE terbimbing. Penelitian ini dilaksanakan di SMAN 1 Sumberrejo Bojonegoro. Rancangan penelitian yang digunakan yaitu One-Group Pretes-Postes Design. Hasil penelitian menunjukkan bahwa pada konsep konsentrasi, persentase pergeseran MK ke MK, MK ke TTK, dan MK ke TK berturut-turut sebesar 7%, 2%, dan 91%. Pada konsep luas permukaan, persentase pergeseran MK ke MK, MK ke TTK, dan MK ke TK berturut-turut sebesar 0%, 0%, dan 100%. Pada konsep suhu, persentase pergeseran MK ke MK, MK ke TTK, dan MK ke TK berturut-turut sebesar 16%, 0%, dan 84%. Pada konsep katalis, persentase pergeseran MK ke MK, MK ke TTK, dan MK ke TK berturut-turut sebesar 13%, 0%, dan 87%. Miskonsepsi siswa antara sebelum dan sesudah diterapkannya model pembelajaran PDEODE terbimbing menunjukkan adanya perbedaan yang sangat signifikan. Hal tersebut ditunjukkan melalui uji Wilcoxon.

Kata Kunci: Miskonsepsi, Model Pembelajaran PDEODE Terbimbing, Laju Reaksi.

The aim of this research is know the type of student’s shifting misconceptions before and after the implementation of guided PDEODE learning model. This research was conducted at SMAN 1 Sumberrejo Bojonegoro. The research design used  the One-group pretest-posttest design. The results showed that on the concentration concept, the shift percentage on MK to MK, MK to TTK, and MK to TK, respectively by 7%, 2%, and 91%. On the surface area concept, the shift percentage on MK to MK, MK to TTK, and MK to TK, respectively by 0%, 0%, and 100%. On the temperature concept, the shift percentage on MK to MK, MK to TTK, and MK to TK, respectively by 16%, 0%, and 84%. On the catalyst concept, the shift percentage on MK to MK, MK to TTK, and MK to TK, respectively by 13%, 0%, and 87%. The student’s misconceptions between before and after the implementation of guided PDEODE learning model has very significant difference. This is shown by the Wilcoxon test.

Keywords: Misconceptions, Guided PDEODE Learning Model, Rate of Reaction.