期刊名称：JPPPF: Jurnal Penelitian & Pengembangan Pendidikan Fisika
印刷版ISSN：2461-0933
电子版ISSN：2461-1433
出版年度：2015
卷号：1
期号：1
页码：25-30
DOI：10.21009/1.01104
出版社：Universitas Negeri Jakarta
摘要：Five Stage Conceptual Teaching Model has been applied to improve learning achievement and scientific consistency of the static fluid material. Material fluid static decomposed into 8 subconcepts ie, the hydrostatic pressure (the relationship with depth), the hydrostatic pressure (the relationship of density), the principal legal hydrostatics, the principle of Pascal, buoyancy, floating, floating and sinking, surface tension, and capillarity. The method used is one group pretest-posttest design with a sample of one class X of SMAN 9 Bandung consisting of 36 students. Unuk form of a test used to measure scientific consistency is using Three Tier Test based multi representasion where each theme using 3 different representations, namely verbal, images, and mathematical. The tests used to measure student achievement using a multiplechoice test. Results from this study were obtained value gain ( ) scientific consistency of 0.53 which are in the moderate category and value gain ( ) the learning achievement of 0.69 and be in the medium category. The highest increase in the number of students who are in the scientific consistency sub concept of hydrostatic pressure. This is because during the learning process of students conduct experiments on these concepts so that students explore their own knowledge and students use many representations. While the lowest increase is in sub concept of floating, floating and sinking.
其他摘要：Five Stage Conceptual Teaching Model has been applied to improve learning achievement and scientific consistency of the static fluid material. Material fluid static decomposed into 8 subconcepts ie, the hydrostatic pressure (the relationship with depth), the hydrostatic pressure (the relationship of density), the principal legal hydrostatics, the principle of Pascal, buoyancy,floating, floating and sinking, surface tension, and capillarity. The method used is one group pretest-posttest design with a sample of one class X of SMAN 9 Bandung consisting of 36 students. Unuk form of a test used to measure scientific consistency is using Three Tier Test based multi representasion where each theme using 3 different representations, namely verbal,images, and mathematical. The tests used to measure student achievement using a multiplechoice test. Results from this study were obtained value gain () scientific consistency of 0.53 which are in the moderate category and value gain () the learning achievement of 0.69 and be in the medium category. The highest increase in the number of students who are in the scientific consistency sub concept of hydrostatic pressure. This is because during the learning process of students conduct experiments on these concepts so that students explore their own knowledge and students use many representations. While the lowest increase is in sub concept of floating, floating and sinking.
