Study Of Concept Mastery Of Binocular K-11 Students Through The Implementation Of A Multi-Representative Approach

摘要

Mastery of the concept becomes the basis for use in the process of solving problems in science learning today, such as scientific literacy and 21st-century skills. However, generally mastery of concepts only revolves around solving scientific issues associated with the use of binocular formulas. Therefore, research is conducted that aims to obtain mastery profiles of binocular ideas through the implementation of a multi-representation approach. Qualitative descriptive research uses a sample of 26 students from a population of 142 students of class XI in one of the public high schools in Bandung. The researchers did randomsampling. The instruments used were in the form of tests and non-tests with the validity of 27.1% (valid) and reliability of 0.70 based on Rasch analysis. The data obtained were presented in the form of a percentage for each Competency Achievement Indicator (CAI), by grouping student answers into three categories namely Novice, Intermediate and Advance. Each type of answers gets a score for later converted to value and analysis with SPSS 23. The results show that the highest percentage is in CAI 1 (explaining binocular function) by 58% in the Intermediate category and 42% in the Advance category, while the lowest rate found in CAI 3 (drawing sketches of shadow formation by two convex lenses) which is equal to 4% in the Advance category. Besides, the average value of students in binocular concepts is 65.77, which indicates that the mastery of binocular concepts is still low. Some suggestions for improving the learning process are also elaborated.