The Implementation of Interactive Conceptual Instruction (ICI) to Optimize Scientific Communication Skills Achievements on Impulse and Momentum Concept

Evelina Astra Patriot, Miftahul Jannah

Abstract


To face the challenges of the industrial revolution 4.0 and society 5.0, the Indonesian nation must continue to prepare quality future generations through education. Educational institutions are required to realize human resources who have creative thinking, critical thinking and problem solving, communicating, and collaborating called 4C. This study aims to get an overview of the implementation of interactive conceptual instruction with multi-representation to optimize the achievement of students' scientific communication skills on momentum and impulse concepts. Employing a descriptive research design with an observation method, this research was conducted at a senior high school in the 2020/2021 academic year. This study involved 20 students in the tenth grade which were selected by using cluster random sampling technique. The scientific communication skills were reflected in three sub-skills, namely scientific writing, group discussion, and knowledge presentation. The results of the study showed that the average values of student scientific communication skills (SCS) from the first to the fourth meeting are 53.3, 66.1, 89.3, and 97.8, respectively. The average value is the result of the average value of scientific communication skills of all respondents in each session. It can be concluded that the implication of interactive conceptual instruction with multi-representation approach can optimize the achievement of students' scientific communication skills on momentum and impulse concepts.

Keywords


Impulse and Momentum; Interactive Conceptual Instruction (ICI); Scientific Communication Skills

Full Text:

PDF

References


Alpusari, M., Mulyani, E. A., Putra, Z. H., Widyanthi, A., & Hermita, N. (2019). Identifying students’ scientific communication skills on vertebrata organs. Journal of Physics: Conference Series, 1351, 1-5. https://doi.org/10.1088/1742-6596/1351/1/012070

Anderson, C. B., Lee, H. Y., Byars-Winston, A., Baldwin, C. D., Cameron, C., & Chang, S. (2016). Assessment of scientific communication self-efficacy, interest, and outcome expectations for career development in academic medicine. Journal of Career Assessment, 24(1), 182–196. DOI: 10.1177/1069072714565780

Apriani, N., Ayub, S., & Hikmawati, H. (2016). Pengaruh model pembelajaran berbasis masalah terhadap hasil belajar fisika siswa kelas X SMAN 2 Praya tahun pelajaran 2015/2016. Jurnal Pijar Mipa, 11(2), 125-130. https://doi.org/10.29303/jpm.v11i2.114

Bonita, D., Putra, J. D., & Jafri, F. (2016). Pengaruh metode interactive conseptual instruction (ICI) terhadap peningkatan kemampuan komunikasi matematis siswa kelas VIII SMP. Pythagoras Jurnal Program Studi Pendidikan Matematika, 5(2), 189–197. https://doi.org/10.33373/pythagoras.v5i2.471

Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019). Malleability, plasticity, and individuality: How children learn and develop in context1. Applied Developmental Science, 23(4), 307–337. https://doi.org/10.1080/10888691.2017.1398649

Chung, Y., Yoo, J., Kim, S. W., Lee, H., & Zeidler, D. L. (2016). Enhancing Students’ Communication Skills in the Science Classroom Through Socioscientific Issues. International Journal of Science and Mathematics Education, 14(1), 1–27. https://doi.org/10.1007/s10763-014-9557-6

Correia, A. P., Koehler, N., Thompson, A., & Phye, G. (2019). The application of PhET simulation to teach gas behavior on the submicroscopic level: secondary school students’ perceptions. Research in Science and Technological Education, 37(2), 193–217. https://doi.org/10.1080/02635143.2018.1487834

Dipalaya, T., Susilo, H., & Corebima, A. D. (2016). Pengaruh strategi pembelajaran PDEODE (Predict, Discuss, Explain, Observe, Discuss, Explain) pada kemampuan akademik berbeda terhadap keterampilan komunikasi siswa. Jurnal Pendidikan: Teori, Penelitian, & Pengembangan, 1(9), 1713–1720. http://dx.doi.org/10.17977/jp.v1i9.6723

Edwards, M. (2013). Future positive: International cooperation in the 21st century. New York: Routledge

Fadly, W., & Wasis. (2017). Fostering students’ scientific communication through PjBL- based communication activities. IOSR Journal of Research & Method in Education, 7(3), 21–26. DOI: 10.9790/7388-0703022126

Fithriani, S. L., Halim, A., & Khaldun, I. (2016). Penggunaan media simulasi phet dengan pendekatan inkuiri terbimbing untuk meningkatkan keterampilan berpikir kritis siswa pada pokok bahasan kalor di SMA Negeri 12 Banda Aceh. Jurnal Pendidikan Sains Indonesia, 4(2), 45–52.

Hermita, N., Alim, J. A., Mulyani, E. A., Putra, R. A., Alpusari, M., Fauza, N., Sari, I. K., Chairilsyah, D., Rayendra, R., & Anggoro, S. (2020). Analizing elementary school teacher’s understanding (ESTU) in scientific communication skills (SCs). Journal of Physics: Conference Series, 1655, 1–6. https://doi.org/10.1088/1742-6596/1655/1/012102

Ihmeideh, F. M., Al-Omari, A. A., & Al-Dababneh, K. A. (2010). Attitudes toward communication skills among Students’-Teachers’ in Jordanian Public Universities. Australian Journal of Teacher Education, 35(4), 1–11. https://doi.org/10.14221/ajte.2010v35n4.1

Kola, A. J. (2017). Investigating the conceptual understanding of physics through an interactive lecture-engagement. Cumhuriyet International Journal of Education-CIJE, 6(1), 82-96.

Lunenburg, F. C. (2010). Communication: The process, barriers, and improving effectiveness. Schooling, 1(1), 1–11.

Malik, A., Setiawan, A., Suhandi, A., Permanasari, A., Dirgantara, Y., Yuniarti, H., Sapriadil, S., & Hermita, N. (2018). enhancing communication skills of pre-service physics teacher through HOT lab related to electric circuit. Journal of Physics: Conference Series, 953, 1-8. https://doi.org/10.1088/1742-6596/953/1/012017

Malik, A., & Ubaidillah, M. (2021). Multiple skill laboratory activities: How to improve students’ scientific communication and collaboration skills. Jurnal Pendidikan IPA Indonesia, 10(4), 585–595. https://doi.org/10.15294/jpii.v10i4.31442

Marisda, D. H., & Rahmawati. (2018). Model pembelajaran konseptual interaktif dalam mata kuliah IPA terpadu. Prosiding Simposium Fisika Nasional (SFN-XXXI), 106–115.

Nana, N. (2020). Penerapan eksperimen virtual phet terhadap model pembelajaran POE2WE pada tumbukan untuk melatih keterampilan proses sains. Jurnal Inovasi Dan Pembelajaran Fisika, 7(1), 17–27. https://doi.org/10.36706/jipf.v7i1.10912

Nuraeni, N. K. E., Zulaikha, S., Ganing, N. N. (2014). Penerapan model interactive conceptual intruction ( ICI ) untuk meningkatkan hasil belajar matematika siswa kelas V Sekolah Dasar No.2 Sangeh, Abiansemal, Badung. Mimbar PGSD Undiksha, 2(1). https://doi.org/10.23887/jjpgsd.v2i1.3850

Nurlina. (2020). Application of guided inquiry learning model towards science process skills. Jurnal Pendidikan Fisika, 8(1), 64-77. https://doi.org/10.26618/jpf.v8i1.3201

Patriot, E. A., Suhandi, A., & Chandra, D. T. (2018). Optimize scientific communication skills on work and energy concept with implementation of interactive conceptual instruction and multi representation approach. Journal of Physics: Conference Series, 1013, 1-6. https://doi.org/10.1088/1742-6596/1013/1/012029

Pratiwi, T. P., Munasir, M., & Suprapto, N. (2020). Enhancing students’ science communication skills through more learning model. JPPS (Jurnal Penelitian Pendidikan Sains), 10(1), 1844-1856. https://doi.org/10.26740/jpps.v10n1.p1844-1856

Rahman, R. A., Yusof, Y. M., Kashefi, H., & Baharun, S. (2012). Developing mathematical communication skills of engineering students. Procedia - Social and Behavioral Sciences, 46, 5541–5547. https://doi.org/10.1016/j.sbspro.2012.06.472

Rahmaniar, A., Suhandi, A., & Sari, I. M. (2015). Ukuran pengaruh pendekatan interactive conceptual intruction pada pembelajaran fisika untuk meningkatkan pemahaman konsep usaha dan energi siswa SMA. Prosiding Simposium Nasional Inovasi dan Pembelajaran Sains, 261–264.

Resmiyanto, R. (2017). Eksperimen konseptual tumbukan benda 1 dimensi dengan algodoo. Integrated Lab Journal, 5(2), 95–100. https://doi.org/10.14421/ilj.2017.%25x

Sadikin, A., & Hamidah, A. (2020). Pembelajaran daring di tengah wabah covid-19. Biodik: Jurnal Ilmiah Pendidikan Biologi, 6(2), 214-224. https://doi.org/10.22437/bio.v6i2.9759

Sapriadil, S., Setiawan, A., Suhandi, A., Malik, A., Safitri, D., Lisdiani, S. A. S., & Hermita, N. (2018). Optimizing students’ scientific communication skills through higher order thinking virtual laboratory (HOTVL). Journal of Physics: Conference Series, 1013, 1-6. https://doi.org/10.1088/1742-6596/1013/1/012050

Sari, I. K., Putra, Z. H., Alim, J. A., Mulyani, E. A., Alpusari, M., Hermita, N., & Wijaya, T. T. (2020). Improving prospective elementary teachers’ mathematical communication skills with active learning approach of MIkiR. Journal of Physics: Conference Series, 1655, 1-5. https://doi.org/10.1088/1742-6596/1655/1/012047

Sari, K. A., Prasetyo, Z. K., & Wibowo, W. S. (2017). Development of science student worksheet based on project based learning model to improve collaboration and communication skills of junior high school student. Journal of Science Education Research, 1(1), 10-15 https://doi.org/10.21831/jser.v1i1.16178

Sarwi., Rusilowati, A., Khanafiyah, S. (2013). Implementasi model eksperimen gelombang open-inquiry untuk mengembangkan keterampilan komunikasi ilmiah mahasiswa fisika. Jurnal Pendidikan Fisika Indonesia, 9(2), 123–131. DOI:10.15294/jpfi.v9i2.3028

Savinainen, A., & Scott, P. (2002). Using the force concept inventory to monitor student learning and to plan teaching. Physics Education, 37(1), 53–58. https://doi.org/10.1088/0031-9120/37/1/307

Spektor-Levy, O., Eylon, B. S., & Scherz, Z. (2008). Teaching communication skills in science: Tracing teacher change. Teaching and Teacher Education, 24(2), 462–477. https://doi.org/10.1016/j.tate.2006.10.009

Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: CV Alfabeta

Urwani, A. N., Ramli, M., & Ariyanto, J. (2018). Analisis keterampilan komunikasi pada pembelajaran biologi sekolah menengah atas. Jurnal Inovasi Pendidikan IPA, 4(2), 181–190. https://doi.org/10.21831/jipi.v4i2.21465

Vegisari., Wilujeng, I., & Hardiyanti, S. (2020). Interactive conceptual instruction model assisted by PhET simulations on the improvement of physics multiple representations. Journal of Physics: Conference Series, 1440, 1–11. https://doi.org/10.1088/1742-6596/1440/1/012030

Wijaya, E. Y., Sudjimat, D. A., & Nyoto, A. (2016). Transformasi pendidikan abad 21 sebagai pengembangan sumber daya manusia di era global. Prosiding Seminar Nasional Pendidikan Matematika, 1, 263-278.

Win, P., & Nyunt, S. S. (2021). The impact of interactive conceptual instruction on students in high school physics. International Journal of Educational Management and Development Studies, 2(4), 1–23. https://doi.org/10.53378/352075




DOI: https://doi.org/10.26618/jpf.v10i3.8070

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Jurnal Pendidikan Fisika

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

View JPF Stats

   Free counters!

Jurnal Pendidikan Fisika  is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.