BAB V KESIMPULAN DAN SARAN
A.
Kesimpulan Dari hasil penelitian dan pembahasan dapat disimpulkan bahwa,
penerapan strategi anomali data dapat meningkatkan pemahaman konsep dan mengubah miskonsepsi siswa. Perubahan persentase miskonsepsi siswa terhadap konsep cahaya pada kelas ekperimen mengalami penurunan dari 27,34% menjadi 12,85%, sebaliknya pada kelas kontrol terjadi penambahan persentase miskonsepsi dari 24,66% menjadi 27,29%. Adapun peningkatan pemahaman konsep siswa pada kelas eksperimen dengan menggunakan penerapan pembelajaran konstruktivisme melalui anomali data memperoleh skor N-Gain sebesar 0,40 sedangkan pada kelas kontrol hanya mendapatkan skor N-Gain 0,15. Dengan demikian, penerapan pembelajaran miskonsepsi melalui anomali data selain dapat mengubah miskonsepsi juga dapat meningkatkan pemahaman konsep siswa tentang cahaya.
B.
Saran-saran Dari temuan penelitian terhadap peningkatkan pemahaman konsep dan
perubahan miskonsepsi siswa yang didasarkan pada pembahasan bab sebelumnya, maka disarankan dalam pembelajaran materi cahaya di sekolah dasar terdapat beberapa hal berikut yang perlu dipertimbangkan: Pertama 88
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Untuk menghindari miskonsepsi pada pembelajaran sebaiknya guru memahami bahwa pembelajaran sains harus didasarkan pada pengetahuan awal siswa; kedua untuk menerapkan pembelajaran konstruktivisme melalui anomali data, seorang guru membutuhkan keterampilan
membuat pertanyaan
yang
merangsang rasa ingin tahu anak; ketiga seorang guru sebaiknya harus memiliki keterampilan untuk menciptakan konflik kognitif; keempat penerapan pembelajaran konstruktivisme melalui anomali data selain memerlukan keterampilan metodologi, juga membutuhkan keterampilan mendalami makna konstruktivis.
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