PENGARUH MODEL PROBLEM SOLVING LEARNING BERBASIS GAMIFIKASI TERHADAP PEMAHAMAN KONSEPTUAL SISWA KELAS X PADA MATERI STOIKIOMTERI

DIAN SARASWATI, . (2026) PENGARUH MODEL PROBLEM SOLVING LEARNING BERBASIS GAMIFIKASI TERHADAP PEMAHAMAN KONSEPTUAL SISWA KELAS X PADA MATERI STOIKIOMTERI. Sarjana thesis, UNIERSITAS NEGERI JAKARTA.

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Abstract

Pemahaman konseptual merupakan salah satu kemampuan yang penting dimiliki siswa dalam pembelajaran kimia. Namun, materi stoikiometri masih menjadi salah satu materi yang sulit dipahami karena memerlukan kemampuan memahami hubungan antarkonsep serta menyelesaikan permasalahan secara sistematis. Penelitian ini bertujuan untuk mengetahui perbedaan pemahaman konseptual siswa antara kelas yang menggunakan model Problem Solving Learning berbasis gamifikasi dan kelas yang menggunakan model Direct Instruction pada materi stoikiometri. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain nonequivalent control group design. Instrumen penelitian berupa tes pemahaman konseptual yang terdiri atas soal pilihan ganda, pilihan ganda kompleks, dan uraian singkat. Data dianalisis menggunakan uji normalitas (Shapiro-Wilk), uji homogenitas (Levene's Test), uji Mann-Whitney U, dan effect size. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelas perlakuan (83,89) lebih tinggi dibandingkan kelas kontrol (76,14). Persentase ketuntasan belajar kelas perlakuan sebesar 86,36% juga lebih tinggi dibandingkan kelas kontrol sebesar 59,09%. Hasil uji Mann-Whitney U menunjukkan bahwa tidak terdapat perbedaan kemampuan awal antara kelas perlakuan dan kelas kontrol (Sig. = 0,374 > 0,05), sedangkan hasil posttest menunjukkan terdapat perbedaan pemahaman konseptual yang signifikan antara kedua kelas (Sig. = 0,006 < 0,05). Hasil perhitungan effect size menunjukkan nilai sebesar 0,295 yang termasuk dalam kategori kecil. Berdasarkan hasil tersebut, dapat disimpulkan bahwa terdapat perbedaan pemahaman konseptual siswa antara kelas yang menggunakan model Problem Solving Learning berbasis gamifikasi dan kelas yang menggunakan model Direct Instruction pada materi stoikiometri. Kata kunci: Problem Solving Learning berbasis gamifikasi, pemahaman konseptual, stoikiometri. **** Conceptual understanding is one of the essential competencies that students should develop in chemistry learning. However, stoichiometry remains one of the most challenging topics because it requires students to understand the relationships among concepts and solve problems systematically. This study aimed to determine the differences in students' conceptual understanding between the class taught using the Gamification-Based Problem Solving Learning model and the class taught using the Direct Instruction model on the topic of stoichiometry. This study employed a quasi-experimental research design using a nonequivalent control group design. The research instrument was a conceptual understanding test consisting of multiple-choice questions, complex multiple-choice questions, and short-answer questions. The data were analyzed using the Shapiro–Wilk normality test, Levene's test for homogeneity, the Mann–Whitney U test, and effect size analysis. The results showed that the mean posttest score of the experimental class (83.89) was higher than that of the control class (76.14). The percentage of students achieving the minimum mastery criterion was also higher in the experimental class (86.36%) than in the control class (59.09%). The Mann–Whitney U test indicated that there was no significant difference in the students' initial conceptual understanding between the experimental and control classes (Sig. = 0.374 > 0.05), whereas the posttest results revealed a significant difference in conceptual understanding between the two classes (Sig. = 0.006 < 0.05). The effect size analysis yielded a value of 0.295, which was categorized as small. Based on these findings, it can be concluded that there was a significant difference in students' conceptual understanding between the class taught using the Gamification-Based Problem Solving Learning model and the class taught using the Direct Instruction model on the topic of stoichiometry. Keywords: Gamification based Problem Solving Learning, conceptual understanding, stoichiometry.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dra. Tritiyatma Hadinugrahaningsih, M.Si; 2). Elma Suryani, M.Pd.
Subjects:	Karya Umum > Karya Tulis Perguruan TInggi Sains > Kimia
Divisions:	FMIPA > S1 Pendidikan Kimia
Depositing User:	Users 35074 not found.
Date Deposited:	03 Aug 2026 03:54
Last Modified:	03 Aug 2026 03:54
URI:	http://repository.unj.ac.id/id/eprint/68133

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