PPE Model for Misconception Remedial of Science for Junior High School Students

This article is a result of developmental research of PPE (Peer, Tutoring, Presentation


INTRODUCTION
The learning of science consists of processes and products, students do not just remember what they learn but must have the correct conception (Amri, et al, 2013). The misconceptions that occur in the student will interfere with the effectiveness of learning and the process of thinking in receiving the next knowledge, because its existence isbelieved to hamper the process of assimilating new knowledge to students (Tayubi, 2005).
According to Suparno (2005) there are three steps to help overcome misconceptions: seek or uncover misconceptions done by students, find the cause of the misconception, then choose and apply appropriate treatment to overcome them. In this study to overcome misconceptions experienced by students the first step is to uncover misconceptions that students have about business concepts, kinetic energy and potential energy by providing diagnostic tests. Diagnostic tests are intended to find concepts that still complicate the students. Information on the concept has not been able to explain the students according to the conception of scientists known from the diagnostic tests used as the basis for the preparation of remedial programs.
The second step finds the cause of misconceptions experienced by the students by interview. The third step with remediation. The remedy is an activity that is carried out to improve the misconceptions experienced by students (Sutrisno, et al., 2007) .Remedi in this research is an improvement activity done to Improving students' misconceptions about the concept of kinetic Energy, Potential Energy, and work by peer tutors in groups using media and power point assistance (PPT) that can help to concrete abstract concepts that are difficult for students to understand.
From the above description of science teachers as early as possible should change the misconception of science students into a true concept that can be accepted scientifically. Through the learning process is expected to produce a change or the development of conceptual (conceptual change) in students is to provide remedies. The implementation of remedy requires an innovative learning model that can create an active and meaningful learning atmosphere for students and in accordance with the characteristics of science that is student-centered learning model and in accordance with the nature of science that can facilitate students to construct knowledge through scientific investigation, resulting in learning outcomes and Optimal student activity (Uno, et al, 2011). Product research development in the form of learning model of PPE (Peer tutoring, Presentation, Evaluation) is said to be qualified and qualified if the learning model is valid, practical, effective and efficient (Arends, 2008).
Learning model developed and able to overcome the causes of the above problems and according to the nature of IPA is a model of PPE consisting of the stages: (mentoring, presentation, danevaluasi) .The learning model is a model of studentcentered learning (Students Centered Learning) and is a blend From three methods namely peer tutor method, student facilitator, and explaining.
The counseling stage is the selected student / tutor to practice communicating skills that is to explain to his group friends about the material, then each student implements the knowledge gained by working on the LKS and leads the discussion. Furthermore, the presentation stage through each group's random draw (randomly) presents the results of the discussion, from the discussion, the teacher clarifies the concept and the last stage of evaluation is to apply / expand the concept that has been studied in everyday problems with the evaluation of learning in the form of exercise questions.
This development research aims to (1) describe some misconception of science in junior high school students and (2) to describe the effectiveness of PPE model (Peer tutoring, Presentation, Evaluation) to improve misconception of science in junior high school. The development of the PPE model is based on the theory of constructivism and cognitivism theory which prioritizes the process of acquiring knowledge and theproblems around as a source of student learning (Soejadi in Rusman, 2013). The development of the PPE learning model reflects the involvement of students actively during the learning activities so as to train students to empower communication skills, cooperation, respect other people's opinions, presentation skills, and summarize the answers to problems during remedial work.

METHODS
This research uses descriptive method and data collection technique used is diagnostic test of misconception in the form of objective reasoned given before and after remediation. Data analysis used is descriptive analysis without statistic by analyzing per item problem to be taken conclusion. Research subjects in this research development are 31 students consisting of 15 students IXA class and 16 students IXB in SMP Negeri 1Kencong in the odd semester of the academic year 2016/2017.Instruments used in the research in the form of teacher response questionnaire and questionnaire response students to obtain the effectiveness of the model of PPE When used in classroom learning activities. To analyze misconceptions, used the Three-Tier Test scoring rules are based on Pesman&Eryilmaz (2010).
Teacher response data and student responses are changed in percentage form and then converted into qualitative descriptive data by using assessment criteria. In addition, qualitative data will be obtained from the percentage of each point in the teacher's response questionnaire as well as the student's response in the implementation of the PPE model in the class.

RESULTS AND DISCUSSION
The misconceptions analysis using the Three-Tier Test scoring rule was based on Pesman&Eryilmaz (2010). True (1) True (1) Table 2 describes the misconception of several IPA concepts before and after remedies ie the level of mastery of understanding the concept of energy business has increased, In the first cycle of business material obtained the percentage of students who experienced misconception decreased from 78.5 to 18 in class IX A and from 76.4 to 15 in class IX B. Test continued on the second cycle of Kinetic Energy material obtained percentage of the number of students who Experiencing misconception decreased from 55 to 15 in class IX A and from 55.3 to 12 in class IX B. The trials continued again in the third cycle of Potential Energy material obtained percentage of students who experienced misconception decreased from 70 to 10 in class IX A and from 60 to 8 in class IX B means it can be concluded the number of students who experience misconception decreased The level of understanding of the concept of students (decreased misconception) during remedial shows that the model of PPE has a positive effect on students. This is because during the remediation process well managed, in addition to the student activity of guidance, presentation, evaluation becomes the dominant activity that makes learning centered on students Students Centered Learning). So students feel more enjoyable learning. According to Hamalik (2001) Learning outcomes appear as the occurrence of behavioral changes in students, which can be observed in the form of changes in attitude and skills knowledge. These changes can be interpreted for better improvement and development To know the level of understanding / pattern of misconceptions the concept of before and after the successive remedies can be shown in Tables 3.4, and 5.

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3 Investigate the velocity of a falling object between a paper and a book when air friction is ignored The book will fall first with greater speed Books and papers will fall together at the same speed because v = (2gh) 1/2 because air friction is ignored, then The velocity of an object is independentof mass but altitude Description of the effectiveness of the PPE model is derived from the value of learning outcomes (before and after remedial), student learning activities, and response of learning outcomes after using the model of PPE.Data development test results from the teacher response shows a very valid value and can be applied to the learning process (remedial), There is a reflection that is enough time settings so that the PPE model can be implemented properly.
The valid learning model of PPE is then tested in the learning process in the classroom. Trial of PPE learning model is done in two stages, namely small group test and large group test. Both test phase of the model is done in class IX SMP Negeri 1 Kencong.In the small group test used 12 students to represent actual class conditions. 12 students were selected based on students' cognitive abilities with details of 4 students with upper cognitive abilities, 4 students with medium cognitive ability, and 4 students with lower cognitive abilities.Model trials in large group test stages use all students in class IX A and IXB. The trial of PPE learning model aims to see the practicality and effectiveness of PPE model.
In small group test and large group test obtained data about teacher response and student response after learning activity. Teacher response data and student responses were obtained through teacher response questionnaire and student response after learning process using PPE learning model. Teacher response data after learning activities using PPE learning model can be seen in Table 6. In Table 6 it is known that teacher response after using the PPE learning model shows the average percentage of 70.59% in small-scale test.
And the mean percentage of 87.82% in the field test. Based on these results, it can be said that the PPE learning model has been valid and practical for use in learning activities in class. It is also supported by the average of positive responses from teachers after using the PPE learning model. Practical and effective learning activities involve the activities of teachers and students in learning activities. Student response data after learning activities using PPE learning model can be seen in Table7. In Table 7 it is known that students' responses after using the PPE model show a mean percentage of 83.75% in small-scale test and mean percentage of 88.70% in the field test Based on these results it can be said that the PPE model has been valid and practical for use in the remedial activities in the classroom. A large response value indicates that students are interested in applying the PPE model. This is because in the learning of PPE students are required to be actively involved during the remedial activities. In addition, the PPE model on remedial activities begins with guidance that will be continued in the discussion-presentation activities so that students will try to solve themselves every problem they find.
Based on the results of small group testing and large group testing it can be said that the student response to the implementation of remedial using the PPE model is positive and the PPE model is also practical and effective for use in remedial activities.
This conclusion also supported the teacher's average response after using the PPE model which also showed good results. This is in accordance with the opinion of Sutikno (2005) who said that effective learning is a learning that allows learners to learn easily, fun and can be achieved learning objectives in line with expectations.

CONCLUSION
Based on the results of research and discussion of the discussion that has been described above it can be concluded that with the PPE model the number of students experiencing misconceptions on the concept of work, energy kinetik, and potential energy changed into the correct concept in accordance with the opinion of scientists. The form of work misconceptions, kinetic energy and potential energy Consecutive is (1) if the object has a style, it automatically also has a work; (2) if the velocity of the object increases three times, then its kinetic energy also increases three times, (3) in freefall motion, when the object approaches the ground, its kinetic energy is zero and its potential energy increases. In addition, the PPE model is effective for improving student misconceptions. This is shown from the students' positive responses to the implementation of remedies with the model and the decrease in the number of students experiencing misconceptions ie the average of 100% to 15.4% for each concept Based on the above conclusions, it is necessary to test the use of this PPE model to overcome or remedy the misconceptions of other students' science concepts that students may have. In addition, this model also needs to be tried not only to correct misconceptions, but also to build a positive and interaction positive (interpersonal) attitude between weak and powerful students.