Interpretasi Fenomenologis dari Perspektif Siswa pada Materi Listrik Dinamis di Sekolah Menengah Atas
Keywords:
Fenomenologis, Siswa, Listrik, Dinamis, Sekolah Menengah AtasAbstract
Penelitian ini bertujuan untuk menggali secara mendalam esensi pengalaman siswa (fenomenologi) dalam memahami konsep-konsep abstrak Listrik Dinamis di SMA Negeri 1 Buntu Pane, dengan fokus pada akar miskonsepsi dari perspektif siswa. Miskonsepsi dalam Fisika seringkali bersifat persisten karena berakar pada intuisi dan pengalaman sehari-hari (commonsense knowledge). Penelitian ini menggunakan desain Studi Fenomenologis Kualitatif Interpretatif yang melibatkan 15 siswa kelas XII IPA yang teridentifikasi mengalami miskonsepsi pada materi Listrik Dinamis (Arus, Tegangan, Hambatan, Hukum Ohm, dan Rangkaian). Data dikumpulkan melalui Wawancara Eksploratif Semi-Terstruktur yang diikuti oleh Tes Diagnostik Tiga Tingkat (Three-Tier Diagnostic Test) untuk memvalidasi keberadaan miskonsepsi, serta Analisis Sketsa Konseptual yang dibuat siswa. Hasil penelitian mengidentifikasi tiga akar miskonsepsi fenomenologis: (1) The Sinking Energy Model: Siswa mempersepsikan energi listrik ‘habis’ dalam proses, bukan berubah bentuk (attenuation model); (2) Consumption vs. Flow Confusion: Kebingungan antara kecepatan aliran (arus) dan jumlah energi yang digunakan (tegangan/hambatan); dan (3) Linear Causality Bias: Kecenderungan untuk melihat rangkaian sebagai proses sekuensial satu arah, mengabaikan sifat interdependensi sistemik. Studi menyimpulkan bahwa miskonsepsi berakar pada metode analogi yang tidak tepat yang digunakan guru dan dominasi pendekatan matematis yang mengabaikan pemahaman konseptual.
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