Analisis Miskonsepsi pada Materi Larutan Penyangga Menggunakan Two-Tier Diagnostic Test

Gultom, Mian; Fitriyani, Dewi; Paristiowati, Maria; Moersilah,; Yusmaniar,; Rahmawati, Yuli

doi:10.21009/jrpk.092.01

Cited by 5 publications

(3 citation statements)

References 11 publications

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“…This is supported by the answers to the statements in the response questionnaire that students still find it difficult to solve the problem of calculating the pH of the buffer solution, which causes students to not be able to identify the problems in the problem. This is in accordance with research, which states that the initial ability of the concept of moles determines the reaction of buffer solutions and the calculation of the pH of those solutions (Gultom et al, 2019). The question item that represents not understanding the concept of indicator 6 is question number 20, which is 33.33%.…”

Section: Not Understand the Conceptsupporting

confidence: 85%

Analysis of Chemistry Problem-Solving Ability in Symbolic Level for Senior High School Students

Rudi

Haetami

Asria

et al. 2023

JPP

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Analysis of Chemistry Problem-Solving Ability in Symbolic Level for Senior High School Students. Objective: The study aims to analyze the ability to solve symbolic level of chemistry problems on buffer solution. Methods: This research used descriptive qualitative method. Population in this study was used as research sample, i.e sixty students from XI MIPA. Data collection was carried out using a three-tier multiple choice diagnostic test and a student response questionnaire. Findings:The results showed that the ability to solve symbolic level chemistry problems on buffer solution was still low, with an average percentage of understanding the concept was 9.77%, misconceptions was 57.75%, and not understanding the concept was 32.48%. Students' responses to the use of three-tier multiple-choice questions were positive, with a percentage of 74.30%; students gave good responses to the three-tier test, so this test is categorized as good to identify the level of student understanding in solving symbolic level chemistry problems on buffer solution. Concusion: The research findings confirmed that the diagnostic three-tier test is a good diagnostic test to analysis chemistry problemsolving skills.

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Section: Not Understand the Conceptsupporting

confidence: 85%

Analysis of Chemistry Problem-Solving Ability in Symbolic Level for Senior High School Students

Rudi

Haetami

Asria

et al. 2023

JPP

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“…Konsep materi larutan penyangga yang sering terjadi miskonsepsi adalah sifat larutan penyangga sebesar 31%, komposisi larutan penyangga sebesar 49%, prinsip kerja larutan penyangga sebesar 51%, perhitungan pH larutan penyangga sebesar 47% dan peran larutan penyangga sebesar 38% (Nurhujaimah et al, 2016). Miskonsepsi terbesar terjadi pada konsep prinsip kerja larutan penyangga dengan persentase 29,3%, dilanjutkan dengan konsep pH larutan larutan penyangga sebanyak 25,3%, konsep sifat larutan penyangga sebanyak 24,5% dan konsep komposisi larutan penyangga sebanyak 24,1% (Gultom et al, 2019).…”

Section: Pendahuluanunclassified

Penggunaan Model Conceptual Change Pada Instrumen Three-Tier-Test Dan LKPD

Riswana

Rusmini

2020

OJPK

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There are still many misconceptions in the buffer solution material based on the results of pre-research that has been done. Therefore, it is necessary to to make efforts to reduce misconceptions. This research aims to determine the validity of the three-tier-test diagnostic test instrument and Student Worksheet (LKPD) to reduce student’s misconceptions through conceptual change model on buffer material. This research and development method uses a 3-D model which is a modification of the 4-D model, namely (1) define; (2) design; and (3) development. The validity of the instrument and LKPD in terms of content validity and construct validity. The content validity of the instruments and LKPD respectively obtained an average percentage of 94.00% and 92.44%. While the construct validity of the instruments and LKPD respectively obtained an average percentage of 91.00% and 86.47%. This results shows that the three-tier-test diagnostic test instrument and LKPD through conceptual change model developed were declared very valid.

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“…In studying the buffer solution material, students are required to have good mastery of concepts and mathematical abilities. Because a buffer solution is included in the concept of a solution, it requires an initial understanding of equilibrium, stoichiometry and the concept of acid base [16].…”

Section: Introductionmentioning

confidence: 99%

Development of HOTS Integrated Problem Based Learning (PBL) Chemistry Learning Module on Buffer Solution Material at SMA Negeri 1 Purba

Panggabean¹,

Munthe²,

Silitonga³

et al. 2022

IJCATR

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This research was conducted to design a Problem Based Learning (PBL) based learning module with the ADDIE model. The problems studied are 1) How is the feasibility (validity) and learning effectiveness of the Problem Based Learning (PBL)-based module developed on the buffer solution material to measure students' Higher Order Thinking Skills (HOTS) and 2) What are the students' chemistry learning outcomes using the module-based Problem Based Learning (PBL) is higher than the KKM score. The subjects of this study were 3 expert validators (expert lecturers), and 1 high school chemistry teacher to evaluate the learning to be developed and class XI MIA students of SMA Negeri 1 Purba who were determined by random sampling using an experimental class totaling 30 students. The results of the study showed that 1) the problem-based learning module for chemistry-based learning buffer solution material that was developed was feasible to be used for learning materials to improve students' critical thinking skills. The module is declared effective as seen from the increase in student learning outcomes, namely the average pretest value of 33.5 and posttest 80.13 in the experimental class, 2) The learning outcomes of chemistry using Problem Based Learning (PBL)-based modules developed on buffer solution material are higher than the value KKM (75) with an average score of 80.13.

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Analisis Miskonsepsi pada Materi Larutan Penyangga Menggunakan Two-Tier Diagnostic Test

Cited by 5 publications

References 11 publications

Analysis of Chemistry Problem-Solving Ability in Symbolic Level for Senior High School Students

Analysis of Chemistry Problem-Solving Ability in Symbolic Level for Senior High School Students

Penggunaan Model Conceptual Change Pada Instrumen Three-Tier-Test Dan LKPD

Development of HOTS Integrated Problem Based Learning (PBL) Chemistry Learning Module on Buffer Solution Material at SMA Negeri 1 Purba

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