USE OF RUNNING LED MEDIA TO REDUCE MISCONCEPTIONS IN ORDER TO IMPROVE THE RESULTS OF SCIENCE LEARNING IN SD

Abstract

This study aims to (1) reduce the misconception of students on science subjects of human circulation, (2) improve science learning outcomes, (3) to know the feasibility of running running media on science learning. Viewing the results obtained by the study researchers through observation activities obtained data on the results of learning 10 out of 34 students under the KKM. The number of learners who did not score above the KKM, indicated a misconception. misconceptions arise due to abstract material in the eyes of the IPA lesson presented without the media. Therefore, researchers apply the use of media in this study. The type of research used in this research is Classroom Action Research (PTK) Kemmis& Taggart model consisting of four components namely planning, action, observation and reflection. This research was conducted at SDN CagakAgung District of Cerme, Gresik Regency. The subject of this research is all students of class V which amounted to 34 children. Data collection techniques used in this study are tests and certainty of response index (CRI). The test instrument consists of fifteen description questions and five true-false questions. In addition, to determine the level of misconception done with pretest-postest implementation. Data analysis techniques used in this study are analysis of student learning outcomes, misconception analysis and analysis of implementation implementation of learning plan (RPP). The results obtained from this study is the misconception rate may decrease by 50% from the initial data misconception taken through pretest that is equal to 74%. The posttest result shows a misconception result of 24%. Student learning outcomes indicate a significant increase. From the evaluation result one obtained the average score of participants is 74 and on the evaluation of two average value that is 87. In the evaluation test of the lowest value is 60 and the highest value is 96. In the evaluation test the two lowest values ​​are 68 and the highest value is 100. So that obtained the increase of learning outcomes of learners by 47% of the evaluation test one. The result of one class evaluation by 41% learners get value above KKM. In the second evaluation, classically 88% of learners get the above KKM values.