Miskonsepsi Asam Basa Berbasis Multipel Representasi pada Lintas Jenjang Pendidikan

Isnaini Yunitasari, Hayuni Retno Widarti, Nazriati Nazriati

Abstract


Abstract: This study aims to describe acid-base misconceptions across levels of education using multiple representation based diagnostic tests. The research method is quantitative descriptive. Analysis process of misconceptions using modified CRI. The validity of diagnostic tests is between 0.197 to 0.798, and reliability is 0.753 and 0.626. The research subjects were 224 people consisting of class XI students, class XII students, second semester students, and 4th semester students. The results showed that the average percentage of acid-base misconceptions in class XI students to 4th semester students respectively was 50.30%; 56.84%; 53.81%; and 41.07%. Misconceptions that often occur in students and students related submicroscopic representations. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan miskonsepsi asam basa pada lintas jenjang pendidikan menggunakan tes diagnostik berbasis multipel representasi. Metode penelitian adalah deskriptif kuantitatif. Cara analisis miskonsepsi menggunakan CRI termodifikasi. Validitas tes diagnostik antara 0,197 hingga 0,798, dan reliabilitas sebesar 0,753 dan 0,626. Subjek penelitian sebanyak 224 orang yang terdiri dari siswa kelas XI, siswa kelas XII, mahasiswa semester II, dan IV. Hasil penelitian menunjukkan rata-rata persentase miskonsepsi asam basa pada siswa kelas XI hingga mahasiswa semester IV secara berurutan adalah 50,30%; 56,84%; 53,81%; 41,07%. Miskonsepsi yang sering terjadi pada siswa dan mahasiswa terkait representasi submikroskopik.

Keywords


misconception; acid base; educational levels; multiple representations; miskonsepsi; asam basa; lintas jenjang pendidikan; multipel representasi

Full Text:

PDF

References


Amry, U. W., & Rahayu, S. (2017). Amry, U. W., Rahayu, S., & Yahmin, Y. (2017). Analisis Miskonsepsi Asam Basa pada Pembelajaran Konvensional dan Dual Situated Learning Model (DSLM). 385–391.

Artdej, R., Ratanaroutai, T., Coll, R. K., & Thongpanchang, T. (2010). Thai Grade 11 students’ alternative conceptions for acid-base chemistry. Research in Science and Technological Education, 28(2), 167–183. https://doi.org/10.1080/02635141003748382.

Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007). Thr Develovment of Two-Tier Multiple-Chois Instrument for Evaluating Secondary School Students’ Ability to Describe and Explain Chemical Reaction Using Multivel Levels of Refresentation. 8(3), 293–307.

Cetingul, Ipek; geban, O. (2011). using Conceptual Change Texts with Analogies for Misconceptions in Acids and Bases. Hacettepe University Journal of Education, 41, 112–123.

Bretz, S. L., & McClary, L. (2015). Students’ Understandings of Acid Strength: How Meaningful is Reliability when Measuring Alternative Conceptions? Journal of Chemical Education, 92(2), 212–219. https://doi.org/10.1021/ed5005195.

Demircioǧlu, G., Ayas, A., & Demircioǧlu, H. (2005). Conceptual Change Achieved through a New Teaching Program on Acids and Bases. Chemistry Education Research and Practice, 6(1), 36–51. https://doi.org/10.1039/B4RP90003K.

Dhindsa, H. S., & Treagust, D. F. (2012). Conceptual Understanding of Bruneian Tertiary Students: Chemical Bonding and Structure. Brunei International Journal of Science & Mathematic Education, 1(1), 33–51.

Gkitzia, V., Salta, K., & Tzougraki, C. (2011). Development and Application of Suitable Criteria for the Evaluation of Chemical Representations in School Textbooks. Chemistry Education Research and Practice, 12(1), 5–14. https://doi.org/10.1039/c1rp90003j.

Hasan, S., Bagayoko, D., & Kelley, E. L. (1999). Misconceptions and the Certainty of Response Index (CRI). Physics Education, 34(5), 294–299. https://doi.org/10.1088/0031-9120/34/5/304.

Hakim, A., Liliasari, & Kadarohman, A. (2012). Student Concept Understanding of Natural Products Chemistry in Primary and Secondary Metabolites Using the Data Collecting Technique of Modified CRI. International Online Journal of Educational Sciences, 4(3), 544–553.

Head, M. L., Yoder, K., Genton, E., & Sumperl, J. (2017). A quantitative method to determine preservice chemistry teachers’ perceptions of chemical representations. Chemistry Education Research and Practice, 18(4), 825–840. https://doi.org/10.1039/c7rp00109f.

Hoe, K. Y., & Subramaniam, R. (2016). On the Prevalence of Alternative Conceptions on Acid-Base Chemistry among Secondary Students: Insights from Cognitive and Confidence Measures. Chemistry Education Research and Practice, 17(2), 263–282. https://doi.org/10.1039/c5rp00146c.

Ibda, F. (2015). Perkembangan Kognitif: Teori Jean Piaget. Intelektualita, 3(1), 27—38.

Jannah, M., Ningsih, P., & Ratman, R. (2017). Analisis Miskonsepsi Siswa Kelas XI SMA Negeri 1 Banawa Tengah pada Pembelajaran Larutan Penyangga dengan CRI (Certainty of Response Index). Jurnal Akademika Kimia, 5(2), 85. https://doi.org/10.22487/j24775185.2016.v5.i2.8019.

Li, W. S. S., & Arshad, M. Y. (2014). Application of Multiple Representation Levels in Redox Reactions among Tenth Grade Chemistry Teachers. Journal of Turkish Science Education, 11(3), 35–52. https://doi.org/10.12973/tused.10117a.

Lin, Y. I., Son, J. Y., & Rudd, J. A. (2016). Asymmetric Translation Between Multiple Representations in Chemistry. International Journal of Science Education, 38(4), 644–662. https://doi.org/10.1080/09500693.2016.1144945.

Luoga, N. E., Ndunguru, P. A., & Mkoma, S. L. (2013). Research Article High School Students’ Misconceptions about Colligative Properties in Chemistry. Tanzania Journal of Natural and Applied Science, 4(1), 575–581.

Luxford, C. J., & Bretz, S. L. (2014). Development of the Bonding Representations Inventory to Identify Student Misconceptions about Covalent and Ionic Bonding Representations. Journal of Chemical Education, 91(3), 312–320. https://doi.org/10.1021/ed400700q.

McClary, L. M., & Bretz, S. L. (2012). Development and Assessment of a Diagnostic Tool to Identify Organic Chemistry Students’ Alternative Conceptions Related to Acid Strength. International Journal of Science Education, 34(15), 2317–2341. https://doi.org/10.1080/09500693.2012.684433

Muchtar & Herizal. (2012). Analyzing of Students Misconceptions on Salt Hydrolysis Chemsitry at Senior High Schools in Padangsidempuan, 3(15), 65–74.

Nyachwaya, J. M., & Wood, N. B. (2014). Evaluation of Chemical Representations in Physical Chemistry Textbooks. Chemistry Education Research and Practice, 15(4), 720–728. https://doi.org/10.1039/c4rp00113c.

Ozmen, H. (2004). Some Student Misconceptions in Chemistry: Journal of Science Education and Technology, 13(2), 147–159.

Pan, H., & Henriques, L. (2015). Students’ Alternate Conceptions on Acids and Bases. School Science and Mathematics, 115(5), 237–243. https://doi.org/10.1111/ssm.12124.

Pinarbasi, T. (2007). Turkish Undergraduate Students’ Misconceptions on Acid and Bases. Journal of Baltic Science Education, 6(1), 23–34.

Potgieter, M., Rogan, J. M., & Howie, S. (2005). Chemical Concepts Inventory of Grade 12 Learners and up Foundation Year Students. African Journal of Research in Mathematics, Science and Technology Education, 9(2), 121–134. https://doi.org/10.1080/10288457.2005.10740583

Sugiyarto, Al. H. P. (2013). Miskonsepsi Atas Konsep Asam-Basa, Kesetimbangan Kimia, dan Redoks dalam Berbagai Buku-Ajar Kimia SMA/MA. Jurnal Pendidikan Matematika dan Sains, 1(1), 41–53.

Romine, W. L., Todd, A. N., & Clark, T. B. (2016). How Do Undergraduate Students Conceptualize Acid–Base Chemistry? Measurement of a Concept Progression. Science Education, 100(6), 1150–1183. https://doi.org/10.1002/sce.21240.

Sheppard, K. (2006). High School Students’ Understanding of Titrations and Related Acid-Base Phenomena. Chemistry Education Research and Practice, 7(1), 32–45. https://doi.org/10.1039/B5RP90014J.

Sunyono. (2015). Model Pembelajaran Multipel Representasi. Bandar Lampung: Media Akademia.

Suwarto. (2013). Pengembangan Tes Diagnostik dalam Pembelajaran. Yogyakarta: Pustaka Pelajar.

Tümay, H. (2016). Emergence, Learning Difficulties, and Misconceptions in Chemistry Undergraduate Students’ Conceptualizations of Acid Strength. Science and Education, 25(1–2), 21–46. https://doi.org/10.1007/s11191-015-9799-x.

Wan, Y. J. (Clemson U. (2014). Assessing College Students’ Understanding of Acid Base Chemistry Concepts.

Widarti, H. R., Permanasari, A., & Mulyani, S. (2017). Undergraduate Students’ Misconception on Acid-Base and Argentometric Titrations: A Challenge to Implement Multiple Representation Learning Model with Cognitive Dissonance Strategy. International Journal of Education, 9(2), 105. https://doi.org/10.17509/ije.v9i2.5464.

Yalçin, F. A. (2011). Investigation of the Change of Science Teacher Candidates’ Misconceptions of Acids-Bases with respect to Grade Level. Journal of Turkish Science Education, 8(3), 173–175.




DOI: http://dx.doi.org/10.17977/jptpp.v4i12.13082

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Isnaini Yunitasari, Hayuni Retno Widarti, Nazriati Nazriati

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


JPtpp is accredited “Rank 2” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated October 24, 2018, No: 30/E/KPT/2018, effective for five years from Volume 3 Issue 1, 2018 until Volume 7 Issue 8, 2022.


Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal Of Education

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License