PENGARUH MODEL PEMBELAJARAN CONCEPTUAL CHANGE TERHADAP PEMAHAMAN KONSEPTUAL PESERTA DIDIK PADA MATERI HIDROLISIS GARAM

LIA MARSYA FAZLIANA, . (2026) PENGARUH MODEL PEMBELAJARAN CONCEPTUAL CHANGE TERHADAP PEMAHAMAN KONSEPTUAL PESERTA DIDIK PADA MATERI HIDROLISIS GARAM. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Pemahaman konseptual merupakan kemampuan yang sangat penting dalam pembelajaran kimia dimana peserta didik dituntut untuk menghubungkan berbagai representasi kimia, yaitu representasi makroskopik, submikroskopik, dan simbolik. Namun, kenyataan di lapangan menunjukkan bahwa pemahaman konseptual peserta didik pada materi hidrolisis garam masih rendah dan sering ditemukan miskonsepsi. Salah satu faktor yang dapat memengaruhi pemahaman konseptual peserta didik adalah penerapan model pembelajaran yang dapat memfasilitasi perubahan konsepsi dari konsep yang kurang tepat menjadi konsep ilmiah, seperti Conceptual Change Model (CCM). Penelitian ini bertujuan untuk mengetahui pengaruh penerapan Conceptual Change Model (CCM) terhadap pemahaman konseptual peserta didik pada materi hidrolisis garam. Penelitian ini menggunakan metode kuasi eksperimen dengan desain nonequivalent control group design. Instrumen yang digunakan berupa tes three-tier multiple choice. Data dianalisis menggunakan uji Mann–Whitney dan N-Gain. Hasil penelitian menunjukkan bahwa rata-rata pretest kelas eksperimen (28,58) relatif setara dengan kelas kontrol (30,00). Sedangkan, hasil posttest kelas eksperimen (73,42) lebih tinggi dibandingkan kelas kontrol (70,23). Nilai N-Gain kelas eksperimen sebesar 0,86 dan kelas kontrol sebesar 0,78 dengan kategori tinggi. Hasil uji Mann–Whitney menunjukkan tidak terdapat perbedaan kemampuan awal (Sig. = 0,058 > 0,05), sedangkan hasil posttest (Sig. = 0,015 < 0,05) dan N-Gain (Sig. = 0,016 < 0,05) menunjukkan adanya perbedaan yang signifikan antara kedua kelas. Dengan demikian, dapat disimpulkan bahwa penerapan Conceptual Change Model berpengaruh positif terhadap pemahaman konseptual peserta didik pada materi hidrolisis garam. ***** Conceptual understanding is a crucial ability in chemistry learning because students are required to connect various levels of chemical representation, namely macroscopic, submicroscopic, and symbolic representations. However, evidence from classroom practice indicates that students' conceptual understanding of salt hydrolysis remains low, and misconceptions are frequently encountered. One factor that may influence students' conceptual understanding is the implementation of a learning model that facilitates conceptual change from less accurate conceptions to scientifically accepted concepts, such as the Conceptual Change Model (CCM). This study aimed to determine the effect of implementing the Conceptual Change Model (CCM) on students’ conceptual understanding of salt hydrolysis. This study employed a quasi-experimental method with a nonequivalent control group design. The instrument used was a three-tier multiple-choice test. Data were analyzed using the Mann–Whitney test and N-Gain analysis. The results showed that the mean pretest score of the experimental class (28.58) was relatively comparable to that of the control class (30.00). Meanwhile, the mean posttest score of the experimental class (73.42) was higher than that of the control class (70.23). The N-Gain value of the experimental class was 0.86, while the control class obtained 0.78, both categorized as high. The Mann–Whitney test showed no significant difference in initial ability (Sig. = 0.058 > 0.05), whereas posttest (Sig. = 0.015 < 0.05) and N-Gain (Sig. = 0.016 < 0.05) indicated significant differences between both classes. Therefore, it can be concluded that the implementation of the Conceptual Change Model positively affects students’ conceptual understanding of salt hydrolysis.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dra. Tritiyatma Hadinugrahaningsih, M.Si. ; 2). Rika Siti Syaadah, M.Pd.
Subjects:	Sains > Kimia
Divisions:	FMIPA > S1 Pendidikan Kimia
Depositing User:	Lia Marsya Fazliana .
Date Deposited:	28 Jul 2026 05:08
Last Modified:	28 Jul 2026 05:08
URI:	http://repository.unj.ac.id/id/eprint/67362

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