LEARNING THROUGH A MODULE BASED ON CONSTRUCTIVISM IN RECONSTRUCTION EFFORTS IN THE CONCEPT OF PLANT CELLS
Muhibbuddin1*, Safrida2, Cut Nurmaliah3
1Dr.,Universitas Syiah Kuala, Banda Aceh, Indonesia, firstname.lastname@example.org
2Dr., Universitas Syiah Kuala, Banda Aceh, Indonesia, email@example.com
3Dr., Universitas Syiah Kuala, Banda Aceh, Indonesia, firstname.lastname@example.org
Misconceptions and alternative conceptions of the concept of plant cells are problems that always occur in students. Misconception is a mistake in understanding a concept, while an alternative conception is an understanding of an inappropriate concept. This case is experienced by many students caused by many factors. One of the contributing factors is the error in obtaining information about the concepts learned. Therefore, it is necessary to find the right learning strategy to solve these problems. This study aims to answer the question whether learning through constructivism-based modules is effective in reconstructing the concept of plant cells and improving learning outcomes. The method used in this study is Experimental one group pre-test post-test design. The research subjects were 80 students in one of the senior high schools in Aceh Besar District, Aceh, Indonesia. Research time for three months from February-April 2018. The parameters measured are the ability to reconstruct concepts and increase learning outcomes. Reconstruction of concepts that measure three aspects, namely reconstruction, understanding, and not understanding. Improved learning outcomes are measured by calculating the normalization of gain (n-gain). The instrument used is a constructivism-based module and an objective test with the CRI answer sheet. Data collection was conducted through pretest and post-test. Data analysis for concept reconstruction ability was carried out by percentage, while to compare improvements in learning outcomes were tested by two different test means using one sample t-test. The results showed that the ability to understand the concept increased 54.56%, did not understand 44.44% decreased, and misconceptions decreased 10.33%. The t-test results also show that there is a significant difference between pretest scores (initial ability) and n-gain score (final ability) at a significant level of 95% (α = 0.05). The conclusion of this study is that learning through constructivism-based modules is effective in improving cell concept reconstruction capabilities and improving student learning outcomes.
Keywords: Module, Constructivism, Reconstruction, Cell Concepts,
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