UPAYA MENGATASI MISKONSEPSI HIDROLISIS GARAM MENGGUNAKAN PENDEKATAN CONCEPTUAL CHANGE DENGAN MODEL FLIPPED CLASSROOM
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Penelitian ini bertujuan untuk mengatasi miskonsepsi pada materi hidrolisis garam dengan pendekatan conceptual change dengan model flipped classroom. Penelitian dilaksanakan di kelas XI MIPA 3 SMA Kristen PENABUR Kota Wisata, Cibubur, dengan jumlah siswa sebanyak 33 siswa. Penelitian ini dilakukan melalui metode penelitian tindakan kelas model Kemmis dan Mc Taggart yang terdiri dari 4 komponen, yaitu: perencanaan, tindakan, pengamatan, dan refleksi. Penelitian dilaksanakan dengan tiga siklus. Data diperoleh dari hasil wawancara, observasi kelas, refleksi siswa, pertanyaan terbuka dan instrumen tes two tier dan esai yang telah divalidasi. Analisis data dilakukan melalui analisis data kualitatif melalui proses reduksi data, koding dan kategori untuk menggambarkan perubahan miskonsepsi siswa. Hasil penelitian menunjukkan bahwa siswa mengalami miskonsepsi pada konsep mengenai garam, sifat asam basa larutan garam dan menghitung pH larutan garam. Pendekatan conceptual change dengan model flipped classroom telah memfasilitasi siswa untuk mengubah miskonsepsi yang dialami melalui beberapa proses tahap konfrontasi terhadap konsep awal siswa. Dengan demikian Pendekatan conceptual change dengan model flipped classroom dapat digunakan untuk mengatasi miskonsepsi pada pembelajaran kimia khususnya materi hidrolisis garam.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.003 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.001 | 0.005 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it