No abstract

ABSTRAKPenelitian ini dikembangkan untuk menghasilkan instrumen diagnostik two tier yang dapat mendeteksi miskonsepsi siswa pada materi stoikiometri, hidrokarbon, dan laju reaksi. Metode deskriptif digunakan untuk mengembangkan instrumen pada materi stoikiometri dan laju reaksi sedangkan metode R&D digunakan untuk mengembangkan instrumen pada materi hidrokarbon. Kualitas instrumen diagnostik two-tier diuji dengan validitas dan reliabilitas. Uji validitas instrumen menunjukkan bahwa jumlah butir soal yang dinilai valid, yaitu 15 butir soal pada materi stoikiometri, 18 dari 39 butir soal pada materi hidrokarbon, dan 21 dari 56 butir soal pada materi laju reaksi. Instrumen tersebut kemudian diujikan kepada siswa SMA kelas X dan XI. Hasil tes tersebut dianalisis dan diinterpretasikan, sehingga miskonsepsi dapat teridentifikasi. Temuan dari penelitian ini menunjukkan bahwa miskonsepsi siswa pada materi stoikiometri meliputi hukum-hukum dasar kimia dan konsep mol. Miskonsepsi siswa pada materi hidrokarbon meliputi kekhasan atom karbon, ikatan atom dalam rantai karbon, dan rantai tertutup. Sementara itu, miskonsepsi siswa pada materi laju reaksi meliputi pengertian laju reaksi dan faktor-faktor yang mempengaruhi laju reaksi. Kata kunci: dua tingkat, miskonsepsi, tes diagnostik ABSTRACTThis study is conducted to produce two-tier diagnostic instruments which are able to detect misconceptions in stoichiometry, hydrocarbon and reaction rate topics. Descriptive method was used in developing two-tier instruments for stoichiometry and reaction rate topics, while for hydrocarbon topic the method that used was Research and Development (R&D) method. The two-tier instruments are developed through essay test, interview to students and multiple choices problems. Validity test of these instruments shows that the numbers of questions that are judged as valid are 15 questions for stoichiometry topic, 18 questions for hydrocarbon topic and 21 questions for reaction rate topic. These instruments were tested to 10 th and 11 th grade of senior high school students. The results of the tests are analyzed and interpreted so the misconceptions can be identified. The findings of this research show that identified students" misconceptions of stoichiometry through two-tier instrument are including basic law of chemistry and mol concept. The misconceptions of hydrocarbon topic are including characteristics of carbon, bonding in carbon chain and closed carbon chain structure. Meanwhile, the misconceptions of reaction rate topic are including definition of reaction rate, reaction rate order, collision theory and factors affecting reaction rate.

ABSTRAKPenelitian dengan judul "Penerapan Peer Assessment dan Self Assessment Pada Tes Formatif Hidrokarbon Untuk Feedback Siswa SMA Kelas X" ini bertujuan memberikan feedback kepada siswa untuk meningkatkan pengetahuannya serta mendapatkan metode penilaian yang inovatif. Metode yang digunakan dalam penelitian ini adalah metode deskriptif. Penerapan peer assessment dan self assessment dilaksanakan melalui enam tahapan. Rincian keterlaksanaan setiap tahapan yaitu tahap pemotivasian siswa (75,44%), tahap pelatihan peer assessment dan self assessment (71,05%), tahap pelaksanaan tes formatif dan pemberian feedback (59,65%), tahap pelaksanaan peer assessment, self assessment dan pemberian feedback (90,35%), tahap keterlaksanaan pengkomunikasian hasil (100%), serta tahap pemanfaatan hasil (78,95%). Subjek penelitian penelitian ini adalah siswa SMA kelas X sebanyak 19 orang. Dalam pelaksanaan peer assessment, sebanyak 47,37% siswa berkategori sangat baik, 31,58% siswa berkategori baik, 15,79% siswa berkategori cukup, dan 5,26% siswa berkategori kurang. Dalam pelaksanaan self assessment, sebanyak 57,89% siswa berkategori sangat baik, 15,79%, berkategori baik, dan 26,32% siswa berkategori cukup. Sebanyak 63,16% siswa merasa puas dengan feedback yang diberikan dengan menggunakan rubrik peer assessment dan self assessment pada tes formatif hidrokarbon. Sebanyak 63,16% siswa merasa memperoleh manfaat berupa feedback dari rubrik peer assessment dan self assessment. Tahap pemotivasian dan pelatihan yang kurang maksimal menyebabkan pelaksanaan peer assessment dan self assessment kurang optimal.Kata Kunci: feedback, hidrokarbon, peer assessment, self assessment ABSTRACTThe purpose of this study entitled "Implementation of Peer and Self Assessment To Hydrocarbons Formative Tests as a Feedback of Grade X Students of Senior High School" was to give the students a feedback to improve their knowledge and to get an innovative assessment method as well. Method used on this study was descriptive. Implementation of peer and self assessment was done through six stages. They were motivating students (75.44%), training of peer and self assessment (71.05%), implementing of formative tests and giving feedback (59.65%), implementing of peer assessment, self assessment and giving feedback (90.35%), communicating results (100%), and utilizing the results (78.95%). The subjects of the study were 19 grade X students of senior high school. From the implementation of peer assessment, there were 47.37% of students categorized as excellent, 31.58% of students categorized as good, 15.79% of students categorized as adequate, and 5.26% of students categorized less. While from the implementation of self-assessment, there were 57.89% of students categorized as excellent, 15.79% of students categorized as good, and 26.32% of students categorized as adequate. A total of 63.16% of students were satisfied with the feedback given by using peer and self assessment rubric in hydrocarbons formative test. A total of 63.16% of students felt obtaining benefits as a ...

The aim of study was to develop the three-tier multiple choice diagnostic test that was conform with criteria of content validity and reliability to identification students’ misconception about chemical equilibrium. The method of this study was development and validation methods. Fourteen items were developed in this study. Based on the value of content validity ratio (CVR), all items were valid. The value of reliability of items were developed is 0.759, it means that items were acceptable. The respondents of this study were 5 validators who are lecturers from Department of Chemistry Education and 35 senior high school students’ who was learned subject chemical equilibrium. Based on analysis of students’ answer were based on a determination key could be found students’ misconceptions that on dynamic equilibrium, concentration of reactant and product are same as common misconception in the student (57.1%).

No abstract