Peningkatan Penguasaan Konsep Fisika Dasar Materi Suhu dan Kalor Melalui Pendekatan Konflik Kognitif

Muhammad Zuhdi Ronodirdjo, Muh Makhrus


Inter-Semester Lectures are identical students whose level of mastery of concept skills is still low. Efforts that can be made to improve students' mastery of concepts are applying learning with the cognitive conflict approach. Students have a very low understanding of concepts in basic physics subjects in temperature and heat. The purpose of this study is to improve the mastery of the concept of students in the material Temperature and Heat. This type of research is a quasi-experimental design with the One Group Pretest-Posttest Design. The sample in this study used students of physics education study programs at one of the universities in NTB. The number of samples in this study was 20 students. The research instrument used was a multiple-choice question. Improved understanding of concepts was analyzed by the N-Gain test. The results showed an increase in mastery of the concept of material temperature and heat after learning with the cognitive conflict approach with an average N-Gain of 0.62 in the medium category


DOI: 10.29408/kpj.v4i1.2009


misconception; cognitive conflict approach

Full Text:



Bașer, M. 2006. Effect of Conceptual Change Oriented Instruction on Students’ Understanding of Heat and Temperature Concepts. Journal of Maltese Education Research, 4(1).

Blizak & Chafiqi, 2007. “Student Misconceptions About Light in Algeriaâ€. Optical Society of America. (online), (http// rac.cfm? URI=ETOP-2009-EMA5), diakses 22 Maret 2014

Dahar, Ratna Wilis. 1996. Teori-Teori Belajar. Jakarta: Erlangga.

Gardner, H. 1999. The disciplined mind: What all students should understand. New York: Simon & Schuster Inc.

Hewson, M. G. & Hewson, P. W. 2003. Effect of instruction using students prior knowledge and conceptual change strategies on science learning. Nation of Research in Science Teaching. Vol. 40. Supplement. 586-598.

Pertiwi, Dewinta. 2012. Penerapan Model Perubahan Konseptual Dengan Menggunakan Protype Media Berbasis Cmaptools (PMBCT) Untuk Megurangi Miskonsepsi Siswa SMP. Skripsi Sarjana pada FPMIPA UPI Bandung.

Rusdiana, D., Tayubi, Y. R., (2003) Peningkatan Pemahaman Konsep Fisika melalui Pendekatan Pembelajaran Konseptual Interktif, Jurusan Pendidikan Fisika UPI, Laporan penelitian.

Savinainen, A. and Scott, P., (2001), Using The Force Concept Inventory To Monitor Student Learning and To Plan Teaching, Phys. Educ. 37(1) 53-58.

Suparno, P. 1999. “Teori Perubahan Konsep dan Aplikasinya dalam Pembelajaran Fisikaâ€. Jurnal Ilmu Pendidikan, X(1): 15-26.

Suparno, P. 2012. Filsafat Konstruktivisme dalam Pendidikan. Yogyakarta: Kanisius.

Suparno, P. 2013. Miskonsepsi & Perubahan Konsep Dalam Pendidikan Fisika. Jakarta : PT. Grasindo.

Wenning, C.J., 2005. “Minimizing resistance to inquiry-oriented science instruction: The importancw of climate settingâ€. Journal Physics Teacher Education Online. 3(2), 10-15, (, diakses 27 Maret 2013.



  • There are currently no refbacks.

Copyright (c) 2020 Kappa Journal

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.


KAPPA Journal
Program Studi Pendidikan Fisika
FMIPA, Universitas Hamzanwadi
Jln. TGKH. M. Zainuddin Abdul Madjid No. 132 Pancor Selong, Lombok Timur, NTB, 83611, Telp. (0376) 21394, 22953, Fax. (0376) 22953,
Email: [email protected],

Creative Commons License
Kappa Journal is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

View KAPPA Stats