REMEDIASI MISKONSEPSI MENGGUNAKAN MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBANTUAN ANIMASI FLASH PADA PERPINDAHAN KALOR SMA

Abstrak: Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan model pembelajaran inkuri terbimbing berbantuan animasi flash dalam meremediasi miskonsepsi siswa pada materi perpindahan kalor di kelas X SMA Negeri 1 Sungai Raya. Bentuk penelitian ini yaitu pre experimental design dengan rancangan one group pretest-posttest design. Sampel penelitian ini yaitu siswa kelas XI IPA 5 berjumlah 40 siswa yang dipilih secara random sampling dengan teknik intact group. Alat pengumpul data berupa 7 soal dalam bentuk multiple choice dengan reasoning terbuka. Rata-rata persentase jumlah miskonsepsi siswa sebelum remediasi sebesar 83,33% dan sesudah remediasi sebesar 41,11%. Berdasarkan uji McNemar, besar perubahan konsepsi siswa diperoleh χ2hitung (11,36) ˃ χ2tabel (3,841) untuk dk = 1 dan α = 5%, maka terjadi perubahan konsepsi siswa yang signifikan setelah diberikan remediasi. Nilai Cohen’s d effect size yang diperoleh sebesar 1,76 tergolong tinggi, maka model pembelajaran inkuiri terbimbing berbantuan animasi flash efektif dalam meremediasi miskonsepsi siswa. Kata Kunci: Remediasi, Miskonsepsi, Inkuiri Terbimbing, Animasi Flash, Perpindahan Kalor Abstrack: The aim of this research is to investigate the effectiveness of the guided inquiry learning model using assisted by flash animation in remedied students’ misconceptions about heat transfer subject of class X in SMA Negeri 1 Sungai Raya. The form of this research is pre-experimental by one-group pretest-post test design. The sample of this research is 40 students in XI IPA 5 class which are chosen by random sampling in technic of intact group. The tool for collecting the data is 7 questions in form of multiple choice with the opened reasioning. The mean percentage of students misconceptions before remediation by 83.33% and amounted to 41.11% after remediation. Based on McNemar test, the change of students’ conseptions was obtained χ2hitung (11,36) ˃ χ2tabel (3,841) for dk = 1 and α = 5%, then there is a significant change in the students conceptions after they were given remediation. The Cohen's d effect size value is 1.76 and categorized as high, then guided inquiry learning model assisted by flash animation effective in remedied students’ misconceptions. Keywords: Remediation, Misconception, Guided Inquiry, Flash Animations, Heat Transfe