SHARING TASK AND JUMPING TASK LESSON DESIGN IN LAW OF DEFINITE PROPORTIONS CONCEPT

Laeli Nurlaeli, Sumar Hendayana, Komalia Komalia, Momo Rosbiono

Abstract


The various student’s competencies in learning is a challenge for teacher to create effective learning for each student. Therefore, a teacher must have a didactic skill to treat student’s responses with various competencies. One of the ways to treat this matter is to make sharing task and jumping task learning design where students learn text book level learning material (sharing task) and jumping material beyond text book level (jumping task). This research is aimed to create sharing task and jumping task learning designs that solve the challenge in learning law of definite proportions. The subjects are 62 senior high school students of SMA Laboratorium UPI grade X IPA 1 and X IPA 2. This research employs descriptive qualitative method. The instruments of the research are TKR (Tes Kemampuan Responden), observation sheets, and interview guidelines. There are two implementations in this research. The findings in the implementations are the interaction between students and students with teacher in sharing task is more optimal than of jumping task, students are challenged and can answer jumping task problems; and learning difficulties still occur in the first implementation. Revised learning design in the second implementation can make the students’ interaction more optimal. The interaction does not only happen in their own group but also interaction between groups. Furthermore, learning difficulties can be minimalized.

Keywords


Conceptual Change Text, Zone of Proximal Development, Actual Development; Potential Development; Fundamental Laws of Chemistry

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