PENERAPAN METODE DEMONSTRASI DALAM MEREMEDIASI MISKONSEPSI SISWA PADA MATERI CERMIN DI SMP NEGERI 7 SUNGAI RAYA

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penerapan metode demonstrasi dalam meremediasi miskonsepsi siswa pada materi cermin di SMP Negeri 7 Sungai Raya. Metode penelitian menggunakan pre-experimental design dengan bentuk one group pretest-posttest design. Sampel penelitian dipilih menggunakan teknik intact grup dengan melibatkan 22 siswa. Alat pengumpul data yang digunakan berupa 10 soal pilihan ganda dengan tiga alternatif jawaban disertai alasan terbuka. Diperoleh persentase rata-rata penurunan miskonsepsi sebesar 39,54% pada tiap siswa dan 46,59% pada tiap indikator. Hasil perhitungan harga proporsi diperoleh = 0,48 dengan tingkat efektivitas sedang. Berdasarkan uji statistik McNemar dan uji binomial, secara keseluruhan pada setiap soal terjadi perubahan konseptual siswa yang signifikan antara sebelum dan sesudah remediasi menggunakan metode demonstrasi. Dengan demikian, penerapan metode demonstrasi berpengaruh dalam meremediasi miskonsepsi siswa pada materi cermin di SMP Negeri 7 Sungai Raya. Penelitian ini diharapkan dapat dijadikan alternatif guru dalam melaksanakan remediasi miskonsepsi siswa pada materi cermin. Kata Kunci : Remediasi, miskonsepsi, metode demonstrasi, efektivitas, cermin Abstract: This study aims to know the influence of implementation of demonstration as learning method to remediate student’s misconceptions about mirror in Junior High School. The research method used pre-experimental design with one group pretest-posttest design. The sample were chosen by intact group method, involving 22 students. The tool for collecting data is 10 multiple choice questions with three alternative answers and the opened reasons. It was found that the average percentage of misconceptions reduction was 39.54% on each student and 46,59% on each indicator. The results of the calculation of the proportion obtained ΔS = 0.48 with medium effectiveness category. Based on the statistical test of McNemar and binomial test, overall there is a conceptual change significantly on each question between before and after implementation of demonstration as learning method. The implementation of demonstration as learning method was influenced to remediate student’s misconceptions about mirror in Junior High School. This study was expected to be an alternative for teachers to remediate student’s misconceptions about mirror. Keywords: Remediation, misconceptions, demonstration learning method, effectiveness, mirro