Electronic Theses and Dissertation

Desi Nurul Fitri. (2026). Pengaruh Model Pembelajaran CoCoAER Berbasis Keterampilan Proses Sains Terhadap Pemahaman Konsep Fisika Siswa SMA. Skripsi. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Syiah Kuala.Dibawah bimbingan Dr. Zainuddin, M.Pd. dan Dr. Susilawati, M.Pd.


Penelitian ini dilatarbelakangi oleh rendahnya pemahaman konsep fisika siswa yang disebabkan oleh pembelajaran yang masih berpusat pada guru dan kurang melibatkan siswa dalam proses ilmiah. Model pembelajaran CoCoAER berbasis Keterampilan Proses Sains (KPS) diharapkan dapat membantu siswa membangun pengetahuannya sendiri melalui kegiatan ilmiah yang menumbuhkan kemampuan berpikir kritis dan pemahaman konsep yang lebih baik. Tujuan penelitian ini adalah untuk mengetahui pengaruh penerapan model pembelajaran CoCoAER berbasis keterampilan proses sains terhadap pemahaman konsep fisika siswa. Penelitian ini menggunakan pendekatan mixed metode dengan desain Quasi Experimental Nonequivalent Control Group Design. Populasi penelitian mencakup seluruh siswa kelas XII SMA Negeri 16 Banda Aceh, dengan sampel dua kelas, yaitu XII MIA 1 sebagai kelas kontrol dan XII MIA 2 sebagai kelas eksperimen, yang masing- masing berjumlah 30 siswa. Instrumen penelitian meliputi tes pemahaman konsep (pretest dan posttest) serta lembar observasi keterlaksanaan pembelajaran. Data dianalisis menggunakan uji normalitas, homogenitas, dan uji-t dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa data berdistribusi normal dan homogen. Nilai rata-rata posttest kelas eksperimen sebesar 86,00, sedangkan kelas kontrol sebesar 62,33. Hasil uji-t menunjukkan bahwa thitung (7,88) ≥ ttabel (2,01), yang berarti terdapat perbedaan signifikan antara kelas eksperimen dan kelas kontrol. Dengan demikian, penerapan model pembelajaran CoCoAER berbasis keterampilan proses sains berpengaruh positif terhadap peningkatan pemahaman konsep fisika siswa SMA Negeri 16 Banda Aceh.


Kata kunci : CoCoAER, Keterampilan Proses Sains, Pemahaman Konsep, Fisika.

Desi Nurul Fitri. (2026). The Effect of the CoCoAER Learning Model Based on Science Process Skills on Senior High School Students’ Physics Conceptual Understanding.Undergraduate Thesis. Faculty of Teacher Training and Education, Syiah Kuala University.Under the supervision of Dr. Zainuddin, M.Pd. and Dr. Susilawati, M.Pd. This study was motivated by the low level of students’ understanding of physics concepts, which is caused by teacher-centered learning and the lack of student involvement in scientific processes. The CoCoAER learning model based on Science Process Skills (SPS) is expected to help students construct their own knowledge through scientific activities that foster critical thinking and improve conceptual understanding. The purpose of this study was to determine the effect of implementing the CoCoAER learning model based on Science Process Skills on students’ conceptual understanding of physics. This research employed a mixed metode approach with a Quasi-Experimental Nonequivalent Control Group Design. The population consisted of all twelfth-grade students of SMA Negeri 16 Banda Aceh, with two classes as samples: XII MIA 1 as the control class and XII MIA 2 as the experimental class, each consisting of 30 students. The research instruments included conceptual understanding tests (pretest and posttest) and lesson implementation observation sheets. The data were analyzed using normality, homogeneity, and t-tests with a significance level of 0.05. The results showed that the data were normally distributed and homogeneous. The average posttest score of the experimental class was 86.00, while that of the control class was 62,33. The t-test results indicated that tcount (7,88) ≥ ttable (2.01), which means there was a significant difference between the experimental and control classes. Therefore, the implementation of the CoCoAER learning model based on Science Process Skills has a positive effect on improving students’ understanding of physics concepts at SMA Negeri 16 Banda Aceh. Keywords: CoCoAER, Science Process Skills, Conceptual Understanding, Physics.