Electronic Theses and Dissertation

Cut Murnisah. (2025). Peningkatan Pemahaman Konsep Siswa Model CoCoAER berbantuan Physics Classroom pada Materi Fisika. Skripsi. Universitas Syiah Kuala. Dibawah bimbingan Dr. Drs. Zainuddin, M.Pd., dan Dra. Elisa, M.Si
Rendahnya pemahaman konsep fisika disebabkan oleh pemilihan model dan media pembelajaran yang kurang tepat, ditandai dengan banyaknya siswa yang tidak mencapai KKTP. Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman konsep siswa melalui model CoCoAER berbantuan physics classroom pada materi fisika. Penelitian ini menggunakan jenis penelitian Pre Experimental Design dengan pola One Group Pretst-Posttest. Populasi dalam penelitian ini adalah seluruh siswa kelas XI SMAN 1 Darul Imarah, dengan Sampel yaitu kelas F4 yang berjumlah 30 orang dengan menggunakan teknik purposive sampling. Teknik Pengolahan data menggunakan N-Gain Score. Indikator pemahaman konsep terdiri atas 7 indikator yaitu, menafsirkan, mencontohkan, mengklasifikasikan, merangkum, menyimpulkan, membandingkan, dan menjelaskan. Hasil analisis data dikelompokkan menjadi 3 yaitu analisis kevalidan, kepraktisan dan keefektifan. Hasil analisis kevalidan diperoleh dari instrumen non-tes dan tes dengan kategori valid (V). hasil analisis kepraktisan rata-rata tergolong dalam kategori sangat baik (SB). Sedangkan hasil analisis keefektifan ditinjau dari analisis deskripsi paham konsep, belum paham konsep, miskonsepsi, uji N-Gain, serta angket respon siswa. Setelah diajarkan dengan model CoCoAER, siswa berkategori paham konsep meningkat menjadi 73,33%-86,66%, siswa berkategori belum paham konsep berkurang menjadi 0%-10%, siswa berkategori miskonsepsi berkurang menjadi 10%-13,33%. Dengan demikian dapat disimpulkan model CoCoAER berbantuan physics classroom dapat meningkatan pemahaman konsep siswa dengan score N-Gain 0,80.
Kata kunci: Konsep Fisika, Model CoCoAER, Pemahaman Konsep, Physics Classroom

ABSTRACT Cut Murnisah. (2025). Enhancing Students Understanding of Concepts Through the CoCoAER Model Supported by the Physics Classroom in Physics Material. Thesis. Syiah Kuala University. Supervised by Dr. Drs. Zainuddin, M.Pd., and Dra. Elisa, M.Si The low understanding of physics concepts is caused by the selection of inappropriate learning models and media, characterized by many students who do not reach the KKTP. This study aims to determine the improvement of students' concept understanding through the CoCoAER model assisted by physics classroom on physics material. This study used a type of Pre Experimental Design research with a One Group Pretst-Posttest pattern. The population in this study were all students of class XI SMAN 1 Darul Imarah, with a sample of F4 class totaling 30 people using purposive sampling technique. Data processing technique using N-Gain Score. Concept understanding indicators consist of 7 indicators, namely, interpreting, exemplifying, classifying, summarizing, concluding, comparing, and explaining. The results of data analysis are grouped into 3 namely analysis of validity, practicality and effectiveness. The results of the validity analysis were obtained from non-test and test instruments with the valid category (V). the results of the practicality analysis were on average classified in the very good category (SB). While the results of the effectiveness analysis were reviewed from the analysis of the description of understanding the concept, not understanding the concept, misconceptions, N-Gain test, and student response questionnaire. After being taught with the CoCoAER model, students categorized as understanding the concept increased to 73.33%-86.66%, students categorized as not understanding the concept reduced to 0%-10%, students categorized as misconceptions reduced to 10%-13.33%. Thus it can be concluded that the CoCoAER model assisted by physics classroom can increase students' concept understanding with an N-Gain score of 0.80. Keywords: Physics Concepts, CoCoAER Model, Conceptual Understanding, Physics Classroom