PROFIL KESALAHAN SISWA DALAM MENGERJAKAN SOAL FISIKA MATERI SUHU DAN KALOR KELAS X SMAN 1 SUMBERLAWANG

Prastuti, Marlinda Mega Dwi (2013) PROFIL KESALAHAN SISWA DALAM MENGERJAKAN SOAL FISIKA MATERI SUHU DAN KALOR KELAS X SMAN 1 SUMBERLAWANG. Other thesis, Universitas Sebelas Maret.

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    Abstract

    ASBTRACT The research aimed at (1) investigating mistake types done by Grade X students of SMA Negeri 1 Sumberlawang in solving physics problems on temperature and heat, (2) examining factors causing mistake done by Grade X students of SMA Negeri 1 Sumberlawang in solving physics problems on temperature and heat. The research employed descriptive qualitative as a method in the research. It focused on grade X1 and X2 students on the academic year of 2012/2013 of SMA Negeri 1 Sumberlawang as the research subject. It purposively selected 10 of 56 students as the research samples. It collected its data using observation, test and interview technique. Data validation was conducted through data triangulation examination sheets, and interviews with students. Data analysis was drawn by three steps: data reduction, data presentation and making conclusion. Based on the data analysis and its discussion, the research concluded: (1) Negeri 1 Sumberlawang in solving physics problems on temperature and heatwere basically caused by translation mistake done by 100% students; conceptual mistake done by 96.43% students; strategic mistake 85.71% students; mistake in calculating done by 94.64%; and mistake in drawing done by 53.57%. (2) Factors causing mistakes done by Grade X students of SMA Negeri 1 Sumberlawang in solving physics problems on temperature and heat were: (a) Translation mistake happened due to ere found that they were doing the problems with burden of limited time, carelessness, in rush, miss-interpreting signs and units intocorrect physics scale, confused in describing the real problems, ignoring the units, paying less attention to the teachers Conceptual mistake occurred because of internal and external factors. Internal factors included the students forgot the concept, did not understand the concept, explanation, were shy to ask further, were nervous and in rush, and were unable to understand the concept. While the external factors were focused on methods of teaching: teacher-centered method and monotonous method. (c) Strategic mistake was caused by internal and external factors. The internal factors consisted on confusion in deciding the correct formula, confusion in deciding next solution steps, lack of time management, nervousness and reluctance. The external factors assignments. (d) Mistake in calculating was due to internal and external factors. The internal factors were observed from students of mathematic skill, carelessness in entering numbers, shyness to ask whenever they did not understand. Whereas its external factors were due to its unconfirmed assignments because teachers did not evaluate the assignments given. (e) Mistake in drawing was caused by internal and external factors. explanation. While its external factors were caused by problems given by teachers did not focus on the description of object phase of transition and times given were not enough for students to work on the problems.

    Item Type: Thesis (Other)
    Subjects: L Education > L Education (General)
    Divisions: Lembaga Penelitian dan Pengabdian Kepada Masyarakat - LPPM
    Depositing User: Nurrahma Restia
    Date Deposited: 03 May 2014 17:14
    Last Modified: 03 May 2014 17:14
    URI: https://eprints.uns.ac.id/id/eprint/14436

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