Electronic Theses and Dissertation

Kemampuan bertanya dan penguasaan konsep tanpa miskonsepsi merupakan dua komponen krusial dalam pembelajaran Fisika yang sering kali sulit dicapai secara optimal melalui model pembelajaran konvensional. Penelitian ini bertujuan untuk menganalisis pengaruh intervensi pembelajaran Fisika terintegrasi Computational Thinking (CT) terhadap peningkatan kemampuan bertanya dan penurunan miskonsepsi siswa SMA secara simultan. Jenis penelitian ini adalah kuasi-eksperimen dengan nonequivalent control group design yang dilaksanakan di SMA Negeri 1 Tanah Jambo Aye. Sampel penelitian dipilih menggunakan teknik purposive sampling, terdiri dari kelas eksperimen (N = 32) yang mendapatkan intervensi pembelajaran terintegrasi CT dan kelas kontrol (N = 31) yang mendapatkan pembelajaran konvensional. Instrumen yang digunakan meliputi lembar tes kemampuan bertanya siswa dan tes diagnostik dua tingkat (two-tier diagnostic test). Data dianalisis secara statistik multivariat menggunakan uji MANOVA dengan kriteria Pillai's Trace. Hasil analisis menunjukkan bahwa terdapat pengaruh yang sangat signifikan dari intervensi pembelajaran terintegrasi CT terhadap peningkatan kemampuan bertanya dan penurunan miskonsepsi siswa secara simultan (p < 0,001). Meskipun uji lanjut menunjukkan dinamika yang berbeda pada masing-masing variabel secara parsial akibat adanya karakteristik resistensi miskonsepsi dan beban kognitif (cognitive overload), pengujian multivariat membuktikan bahwa sebagai satu kesatuan dimensi kognitif, intervensi ini secara simultan efektif meningkatkan kualitas pembelajaran fisika. Oleh karena itu, intervensi pembelajaran terintegrasi Computational Thinking direkomendasikan untuk diterapkan dengan penyesuaian alokasi waktu yang lebih fleksibel.

Kata Kunci: Computational Thinking, Kemampuan Bertanya, Miskonsepsi, Pembelajaran Fisika.

Student’s questioning ability and conceptual mastery without misconceptions are two crucial components in Physics learning that are often difficult to achieve optimally through conventional learning models. This study aims to analyze the simultaneous effect of a Computational Thinking (CT) integrated Physics learning intervention on improving students' questioning ability and reducing misconceptions in senior high school. This quasi-experimental study applied a nonequivalent control group design and was conducted at SMA Negeri 1 Tanah Jambo Aye. The research sample was selected using a purposive sampling technique, consisting of an experimental class (N = 32) that received the CT-integrated learning intervention and a control class (N = 31) that received conventional learning. The instruments utilized included a student questioning ability test sheet and a two-tier diagnostic test. Data were analyzed using multivariate statistics via MANOVA with Pillai's Trace criterion. The results indicated that there was a highly significant simultaneous effect of the CT-integrated learning intervention on improving students' questioning ability and reducing misconceptions (p < 0.001). Although further post-hoc analysis revealed differing dynamics for each variable partially due to the persistent nature of physics misconceptions and cognitive overload in the experimental class, the multivariate test proved that as a unified cognitive dimension, this intervention was simultaneously effective in enhancing the quality of physics learning. Therefore, the integration of Computational Thinking in learning interventions is recommended for implementation with a more flexible time allocation. Keywords: Computational Thinking, Questioning Skills, Misconception, Physics Learning.