1. Study on Remediation of Weaknesess in Physics Concepts

Study on remediation of weaknesess in physics concepts Leo sutrisno 2016 Prepared for the farewell seminar The Physics Education Study Faculty of Education Tanjunpura !ni"ersity

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1. Research framework on science education Leo Sutrisno 2016

Research paradigms

Positivisistic

Cognitive Psych ychology

Behavioris m

Intersubjective

participatory

Research "ognitive psychology paradigms 1.Behaviorism 1.Positivistic 2.#evelopmentalism 2.Intersubectivis !.In$ormation m processing   g     r    n    a     i !.Participatory %."onstructivism    n    t    a    a Research perspectives    a    a     k      k      i    s     L     i    a    t    s    n   g    g     l     l     i 1."oncept development    a    n   e     i   n   e    a    t     i 2.Intellectual    b     B    n     b     i    a    y     l    n    r   e     h development   e    a   e    p     b(ducation    A    a     k     n #omain     l     P !.#i&erential    u   e     I   e     k     p     M    t    a %.Problem'solving 1.Antecedence     l     P     i 2.Interaction    d !.)utcomes Leo *utrisno+ 2,1-+ /IP 0ntan Concept development

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2. Penelitian *kiripsi *'1 Prodi Pendidikan isika /IP' 0ntan

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Remediasi kesulitan belaar

dia!nose kesulitan belaar

Istilah lain dari miskonsepsi 1. /elomp elompok ok nom nomot otet etik  ik " membandin!kan konse#si seseoran! $siswa% den!an konse#si #ara ilmuwan $&an! dian!!a# benar%. Semua konse#si &an! tidak sesuai den!an konse#si &an! benar diberi label" error, error, naive conception, erroneous ideas, misunderstanding, pre-instructional ideas,  persistent pitfalls, classroom mismatches, conceptual diculties, children’s learning problems,  preconceptions, limited propositional hierarchies, hierarchies , inappropriate propositional hierarchies, superstitious beliefs, children’s learning problems, student’s diculties, pre-scientic conceptions, naive theories, incorrect generalizations, conceptual disorders, dierential uptake of science, conicting schemas, unfounded beliefs, mistakes, underlying sources of error, error, and misconception, misleading ideas, dan misinterpretations of facts 31/0(!" 5/2016 ls 2016 '

Istilah lain dari miskonsepsi /elompok ideogra;k " )eranapan )ahwa setiap oran mem)anun dan memiliki konsepsi sendiri Termasuk para ilmuwan* La)el konsepsi$konsepsi yan tidak sesuai denan konsepsi ilmuwan adalah: *

 personal model of reality, reality, pupil’s ideas, alternative conceptions, spontaneous #ays of reasoning, alternative frame#orks, multiple private version of science, developing conceptions, children’s science, commonsense theories, school children’s criteria, children’s vie#, personal constructs, children’s understanding, children’s kno#ledge, intuitive beliefs, everyday physical and chemical conceptions, naive conceptions, ($%" (&utrisno, $''%" 31/05/2016

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3. Diagnostic-remediation students’weaknesess of physics concepts: Based on mastery learning strategy L() *04RI*) 2,19

Detik Info

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SehatCenter  UKM KSR PMI ITS SURABAYA

Kementerian Agama Provinsi Sumatera Selata

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Su)ject & ,emediation Lesson plan Teachin $learnin process

 /es #isconseption. Formati"e test '+ianostic test(

E"aluation

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Su)ject && +ianostic test and remediation acti"ities on #astery learnin 'Leo Sutrisno 2012(

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* -pproach used to prompt one3s knowlede: 1* 4orld map 2* E5periential estalt of causation * 7ee diaram * 7enn diaram Leo *utrisno 2,19

Ways items are constructed 1. Deri Derive ved d from from eperi eperime mente nterr epe eperti rtise se!! ". Derive Derived d from student students’ s’ knowle knowledge dge prior prior to teaching and learning activities

Diagnostic assessment approaches 1. Defic eficit it measu easure reme ment nt!! ". #rro #rrorr analy nalysi sis! s! 3. $ogn $ognit itiv ive e appr approa oach ch

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- stron demand currently e5ists for testin instruments that are capa)le of pro"idin more informati"e and dianostic results than typical tests offer* This paper re"iews approaches that ha"e )een proposed for educational dianostic assessment* Two major approaches are identified8 'a( deficit assessment which focuses on weaknesses of the student and ')( error analysis which focuses on the kinds of errors the student commits* This paper also re"iews recent work related to dianostic assessment that is )ased on the interation of methods from coniti"e psycholoy and artificial intellience* &t is concluded that the de"elopment of powerful dianostic instruments may re9uire a ree5amination of e5istin psychometric models and possi)ly the de"elopment of alternati"e ones* &t is also pointed poi nted out that the traditional approach to the specification of content in terms of static ta5onomies may not )e appropriate i"en the dynamic and se9uential nature of dianostic assessment* Finally it is noted that the psychometric and content demands of dianostic assessment all )ut re9uire test admininstration )y computer* Isaa# I Be!ar ' Educational Diagnostic Assessment, Journal

of Educational

:* Techni9ues to in"estiate one3s conception: 1* &nter"iew 1*1* &nter"iew a)out instances 1*2* &ndi"idual demonstration inter"iew 1** ;linical inter"iew

2* Paper$pencil test

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2*1 ;oncepts map la)elin task 2*2 Free construction line 2* ;oncept relations task 2* Sentence eneration task 2*: )jecti"e test 2*? Essay test

%onsepsi yan )enar

E5periential estalt of causation

%onsepsi uru

#iskonsepsi %onsepsi siswa %onsepsi )uku ajar

%onsepsi %onsep Temuan ilmuwan

Pendekatan 4orld map

+ianose

7ee diaram

Tertulis wawancara &nter"iew a)out instances &ndi"idual demonstrati on inter"iew ;linical inter"iew

;oncept map la)elin task Sentence eneration task 2016

#iagnostic test $ollo=ed by $eedback "

#iagnostic test $ollo=ed by remediation>

1.Personali?ed system 1.Instruction on instruction+ using test results+ 2.Learning $or mastery+ 2.*el$ correction !.Additional practices+ keys+ %.Problem solving help' !.Booklet ans=er+ session+ %./no=ledge o$ test -.Process approach+ results+ 9.game+ -. eedback 7.computer+ organi?er+ ,emediation @.audio'tutored 9."omputer test results 4ypes o$  /es instruction>

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#isconseption.

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?* &nteration dianotic$ remediation in teachin$ learnin process Leo Sutrisno 2016

Teachin$learnin approaches '2(8 learnin$process associati"e learnin reacti"e learnin contemplati"e learnin ame learnin fiurati"e learnin performati"e learnin 9uantum learnin slow learnin joyful learnin cooperati"e learnin e5hi)ition learnin synaptic learnin constructi"ist learnin immersion learnin out)ound learnin conte5tual teachin learnin lesson study ser"ice learnin colla)orati"e learnin deducti"e learnin induction learnin reportin learnin li"e$in learnin role playin learnin pu==le learnin scram)le learnin scaffoldin learnin participatory learnin e$learnin recitation learnin @Leo Sutrisno stratei pem)elajaran )ahan kuliah Penelitian pend* Fisika* 2012A 31/05/2016

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B* ,esearch syhtesis on dianostic and remediation research results Leo Sutrisno 2016

Types of ,esearch C* Secondary ,esearch 1* ,ese ,eserc rch h int inte era rasi si #ene"aluasi kualitas tes #en #ene em)an m)ank kan an tes tes dianotik yan dianostik diunakan dalam skripsi #en #ena ali li mis misko konnseps sepsii 2* #eta #eta anal analis isis is 1* Siswa Effect si=e proram$ 2* Cuku ajar proram remediasi *