Email this article 
KEEFEKTIFAN PEMBELAJARAN INTERKONEKSI MULTIPEL REPRESENTASI DALAM MENGURANGI KESALAHAN KONSEP SISWA PADA MATERI STOIKIOMETRI
Abstract
Stoichiometry is one of the basic topics in Chemistry. The topic was abstract and related to other concepts so that many students find it difficult to learn, and experience misconceptions in this concept. Misconceptions in stoichiometry can be corrected by Interconnection Multiple Representation (IMR) learning. The purpose of this study was to determine the effectiveness of the IMR learning to correct misconceptions students in stoichiometric concept. The study design is a one-group pretest-posttest design. The research data such as the percentage of students who have misconceptions before and after IMR learning. The results showed IMR learning were effective to improve students' misconceptions in stoikiomteri.
Stoikiometri merupakan salah satu materi dasar dalam ilmu kimia yang bersifat abstrak dan saling berkaitan dengan materi kimia lain sehingga tidak sedikit siswa merasa kesulitan dalam mempelajarinya, dan mengalami kesalahan konsep dalam materi ini. Kesalahan konsep dapat diperbaiki dengan pembelajaran Interkoneksi Multipel Representasi (IMR). Tujuan penelitian ini adalah untuk mengetahui keefektifan IMR dalam memperbaiki kesalahan konsep siswa dalam materi stoikiometri. Rancangan penelitian adalah one-group pretest-postest design. Data penelitian berupa persentase siswa yang mengalami kesalahan konsep sebelum dan sesudah pembelajaran IMR. Hasil penelitian menunjukkan pembelajaran IMR efektif dalam memperbaiki kesalahan konsep siswa pada materi stoikiomteri.
Keywords
Full Text:
PDFReferences
Cervellati, R., Montuschi, A., Perugini, D., Grimellim-Tomasini, N. & Balandi, B.P. 1982. Investigation of
Secondary School Students' Understanding of the Mole Concept in Italy. Journal of Chemical Education, 59 (10):852—856.
Creswell, J.W. 2009. Research Design Qualitative, Quantitative, and Mixed Method Approaches. California: Sage Publication.
Effendy. 2006. A-Level Chemistry for Senior High School Students Volume 1A. Malang: Bayumedia.
Furio, C., Azcona, R. & Guisasola, J. 2002. The Learning and Teaching of the Concepts ‘Amount of Substance’ and ‘Mole’: A Review of the Literature. Chemistry Education: Research and Practice in Europe, 3 (3):277—292.
Gabel, D.L. 1992. Modeling with Magnets – A Unified Approach to Chemistry Problem Solving. The Science Teache, 58—63.
Gabel, D.L. 1993. Use of the Particle Nature of Matter in Developing Conceptual Understanding, Journal of Chemical Education, 70 (3):193—194.
Gilbert, J.K. & Treagust, D.F. 2009. Multiple Representations in Chemical Education: Models and Modelling in Science Education. Dordrecht: Spinger.
Glažar, S.A. & Devetak, I. 2002. Secondary School Students’ Knowledge of Stoichiometry. Acta Chimica Slovenica, 49: 43—53.
Johnstone, A.H. 2000. Teaching of Chemistry - Logical or Psychological? Chemistry Education: Research and Practice in Europe, 1(1):9—15.
Keig, P.F. & Rubba, P. A. 1993. Translation of Representations of the Structure of Matter and its Relationship to Reasoning, Gender, Spatial Reasoning, and Specific Prior Knowledge. Journal of Research in Science Teaching, 30 (8):883—903.
Landis, J. R. & Koch, G.G. 1977. The Measurement of Observer Agreement for Categorical Data. Biometrics, 33 (1):159—174.
Lemma, A. 2013. A Diagnostic Assessment of Eighth Grade Students’ and Their Teachers’ Misconceptions about Basic Chemical Concepts. African Journal of Chemical Education, 3 (1):39—59.
Lybeck, L., Strömdahl, H. & Tullberg, A. 1985. Students' Conceptions of Amount of Substance and its SI Unit 1 Mol. A Subject Didactic Study. Reports from Department of Education and Educational Research, Gothenburg University.
Nakhleh, M.B. 1992. Why Some Students Don’t Learn Chemistry. Journal of Chemical Education, 69 (3):191—196.
Nilawati, P., A. 2015. Identifikasi Kesalahan Konsep pada Materi Stoikiometri di SMA. Makalah disajikan dalam prosiding Seminar Teknologi Pendidikan, Program Studi Teknologi Pendidikan Universitas Negeri Malang, Malang 14 November 2015.
Pinarbasih, T., Sinazbilir, M. & Canpolat, N. 2009. Prospective ChemistryTeachers’ Misconceptions about Colligative Propertise: Boiling Point Elevations and Freezing Point Depression. Chemistry Education Research and Practice, 10:273—280.
Sidauruk, S. 2007. Kesulitan Siswa SMA Memahami Konsep Mol. Forum Kependidikan, 27 (1):52—57.
Sirhan, G. 2007. Learning Difficulties in Chemistry: An Overview. Journal of Turkish Science Education, 4 (2):2—20.
DOI: http://dx.doi.org/10.17977/jp.v1i11.7773
Refbacks
- There are currently no refbacks.
Copyright (c) 2017 Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang
|
