Differences between Concept Attainment Teaching Model and Direct Instruction Using Demonstration Method Viewed from Physics Concept Understanding and Logical Reasoning of the Tenth Grade Students of SMA N 1 Wonosari in the Academic Year of 2009/2010

摘要

This study aims at determining differences between concept attainment teaching model and direct instruction with demonstration method viewed from the understanding of the physics concept and logical reasoning of the tenth grade students of SMA N 1 Wonosari in the academic year of 2009/2010. The subject matter discussed in this study was temperature and heat. This study was experimental study using pretest-pretest control group design. The population was 50 students consisting of 25 students of class X-A as the experimental class and class X-B as the control class. Data collecting technique used physic test scores of class X in the first semester as the initial ability scores and posttests of students’ physics concept understanding and logic reasoning as data of final abilities after treatments. The data analysis technique consisted of the testing technique of analysis prerequisites using normality test and homogeneity analysis, while the technique of hypothesis testing used independent sample t-test. Based on statistical analyses, it was concluded: (1) there were differences between the concept attainment teaching model and direct instruction using demonstration method viewed from physics concept understanding and the concept attainment teaching model was more effectively applied in the teaching to increase the understanding of physics concepts, (2) there was no difference between the concept attainment teaching model and direct instruction viewed from logical reasoning of the tenth grade students of SMA Negeri I Wonosari in Academic Year 2009/2010. Key words : concept attainment teaching model, direct instruction, logical reasoning, demonstration Year : 2010