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penerapan model pembelajaran ecirr melalui media virtual lab pada materi usaha dan energi untuk meningkatkan pemahaman konsep siswa smp

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Education is widely recognized as one of the fundamental drivers of national progress. A well-structured educational system contributes to the development of high-quality human resources. Education, in essence, provides a learning environment and instructional process that enable learners to actively cultivate their potential, encompassing spiritual values, self-regulation, personality, intelligence, moral character, and skills that are essential for both individual and societal advancement. Within the domain of science education, Natural Sciences—particularly physics—occupies a crucial position. Nevertheless, the significance of physics as a subject has not been adequately reflected in students’ learning outcomes. Findings from PISA 2019 and the 2019 National-Based Examination (UNBK) in science revealed that the average achievement scores in the field of science remain relatively low, suggesting that students’ mastery of physics concepts is still suboptimal. Attaining the intended learning objectives in physics requires not only persistence and effective study habits but also the implementation of innovative and meaningful instructional models. One such approach is the ECIRR learning model (Elicit, Confront, Identify, Resolve, Reinforce), which emphasizes students’ active participation in the classroom and fosters the construction of knowledge through engagement in conceptual learning processes.
The present study aims to investigate students’ conceptual understanding following the implementation of the ECIRR learning model and to examine its effectiveness in enhancing conceptual understanding among eighth-grade students of SMPN 34 Pekanbaru on the topic of work and energy. This research employed a quasi-experimental design, specifically the equivalent posttest-only control group design. The study population comprised 255 eighth-grade students, while the research sample consisted of 74 students, divided equally into an experimental group (n = 37) and a control group (n = 37). Posttest data, reflecting conceptual understanding, were collected after the completion of
xv
instructional sessions. The experimental group was drawn from class VIII.1, whereas the control group was assigned from class VIII.2.
Data collection was carried out through a conceptual understanding test administered after three instructional meetings. The instrument was constructed in accordance with the dimensions of conceptual understanding as outlined in the Revised Bloom’s Taxonomy and consisted of ten items. The resulting posttest scores were analyzed quantitatively and presented in tabular form to highlight differences in cognitive learning outcomes. Data analysis included both descriptive statistics and inferential tests.
The descriptive results indicated that the experimental group achieved a mean score of 66.21 (categorized as good), whereas the control group obtained a mean score of 55.68 (categorized as fair). This demonstrates that the experimental group attained higher levels of conceptual understanding compared to the control group. Furthermore, inferential analysis using an independent samples t-test yielded a significance value of p < 0.05, confirming that the observed differences between the two groups were statistically significant.
In conclusion, the findings of this study provide empirical evidence that the implementation of the ECIRR learning model is effective in improving students’ conceptual understanding in the topic of work and energy. The results underscore the potential of ECIRR as an alternative instructional approach for science educators and highlight its relevance for enhancing the quality of physics learning in secondary education. It is recommended that future research extend the application of ECIRR across diverse scientific topics and educational contexts in order to strengthen the generalizability of these findings.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2105111831

Penerbit

Pekanbaru : Universitas Riau – FKIP – Pendidikan Fisika., 2025

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2105111831

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PENDIDIKAN FISIKA

Info Detail Spesifik

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Pernyataan Tanggungjawab

Rahmat

Versi lain/terkait

Lampiran Berkas

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