Miskonsepsi Sifat Keasaman Larutan Garam Para Guru Kimia Dan Rekonstruksi Konseptualnya

Sutrisno, Sutrisno; Muchson, M; Widarti, Hayuni Retno; Sulistina, Oktavia

doi:10.17977/um026v3i22018p010

Cited by 6 publications

(6 citation statements)

References 4 publications

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“…Various efforts have actually been made, for example through writing books on concepts and misconceptions and how to learn them (Ibrahim, 2012), teacher training through various projects including the Science Education Quality Improvement Project in collaboration with the Germany government. Reconstruction of misconceptions has also been done (Taufiq, 2012;Chairunnisa et al, 2016;Sutrisno et al, 2018;Dosinaeng et al, 2021). However, conceptual errors still occur to teachers, students, and even teacher and student handbooks.…”

Section: Master Program Of Biology Education University Of Lambung Ma...mentioning

confidence: 99%

Identification and remediation of science misconceptions in elementary school teachers using the P2OC2R model

Ibrahim¹,

Sunanto

2022

bino

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This study aims to identify the conceptions of elementary school science teachers on 40 science concepts that were found to have misconceptions in the field. Identification of the teacher's conception using the three tiers instrument that had been developed previously, then remediation was carried out using the P2OC2R learning model. Forty science concepts were then tested on eleven teachers. Initially the three tiers instrument was launched to the participants, then the test results were mapped in the form of a conception profile describing the distribution of respondents who understood the concept, did not understand the concept and misconceptions. The next stage, the teachers were carried out learning using P2OC2R learning with the stages of exploring the teacher's initial conception using probing questions, testing the teacher's initial conception through observation of concept examples, negotiating and confirming the conception and reflection for 40 concepts. Furthermore, respondents were tested again using three tiers instruments. The results showed that there had been a change in conception from not understanding the concept and misconceptions to understanding the concept reaching 75.5%. The implication of this research is the action to remediate misconceptions because this research has been able to find the reliability and effectiveness of P2OC2R.Abstrak Penelitian ini bertujuan untuk mengidentifikasi konsepsi guru IPA SD pada 40 konsep IPA yang ditemukan miskonsepsi di lapangan. Identifikasi konsepsi guru menggunakan instrumen three tiers yang telah dikembangkan sebelumnya, kemudian dilakukan remediasi dengan menggunakan model pembelajaran P2OC2R. Empat puluh konsep IPA kemudian diujicobakan pada sebelas guru. Awalnya instrumen three tiers diluncurkan kepada peserta, kemudian hasil tes dipetakan dalam bentuk profil konsepsi yang menggambarkan sebaran responden yang paham konsep, tidak paham konsep dan miskonsepsi. Tahap selanjutnya guru melaksanakan pembelajaran menggunakan pembelajaran P2OC2R dengan tahapan menggali konsepsi awal guru menggunakan pertanyaan probing, menguji konsepsi awal guru melalui observasi contoh konsep, negosiasi dan konfirmasi konsepsi serta refleksi untuk 40 konsep. Selanjutnya responden diuji kembali dengan menggunakan instrumen three tiers. Hasil penelitian menunjukkan bahwa telah terjadi perubahan konsepsi dari tidak memahami konsep dan miskonsepsi menjadi memahami konsep mencapai 75,5%. Implikasi dari hasil penelitian ini adalah adanya kemudahan dalam melakukan remediasi miskonsepsi dengan adanya model remediasi yang disebut Model P2OC2R.

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Section: Master Program Of Biology Education University Of Lambung Ma...mentioning

confidence: 99%

Identification and remediation of science misconceptions in elementary school teachers using the P2OC2R model

Ibrahim¹,

Sunanto

2022

bino

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“…Miskonsepsi sangat sulit dirubah karena konsep tersebut sudah tertanam sangat kuat dalam pola pikir (alam pikir) siswa sebagai konsep yang benar. Ilmu kimia bersifat sistematis sehingga konsepnya saling berhubungan satu dengan yang lain, itu sebabnya jika terjadi miskonsepsi pada siswa dapat berakibat fatal karena memungkinkan munculnya miskonsepsi pada materi kimia yang lain [7,8]. Selanjutnya berdasarkan penelitian sebelumnya terbukti masih didapati siswa yang mengalami miskonsepsi pada materi kimia seperti reaksi reduksi oksidasi, dan asam basa, sifat keasaman larutan garam [1,7,[9][10][11][12][13].…”

Section: Pendahuluanunclassified

Penggunaan Pembelajaran Problem Based Learning (PBL) Untuk Mengurangi Miskonsepsi Pada Materi Asam Basa

Launde

Pongoh

Tuerah

2020

oxygenius j. of chem. edu.

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This study aims to determine the effect of the use of Problem Based Learning towards reducing students' misconceptions on acid-base material. The learning model used in this study is the Problem Based Learning (PBL) learning model. The population in this study were all students of class XII IPA in Tomitas Caritas Catholic High School while the sample used was class XII IPA 2. Data collection techniques used a two-tier diagnostic test. Analysis of the data used in this study is the Rasch model and hypothesis testing. The results showed that there were still students who experienced misconceptions even including students who had high abilities, and the average pretest learning outcomes = 48.6 while the average posttest learning outcomes = 86.6. The results of the study for the hypothesis test were analyzed using the T-test statistic at a significant level of 0.05 and the results obtained were obtained at 7.90> 1.684 Ttable so that H0 was rejected and H1 was accepted. Based on these results it can be concluded that the use of Problem Based Learning learning models can reduce student misconceptionsThis study aims to determine the effect of the use of Problem Based Learning towards reducing students' misconceptions on acid-base material. The learning model used in this study is the Problem Based Learning (PBL) learning model. The population in this study were all students of class XII IPA in Tomitas Caritas Catholic High School while the sample used was class XII IPA 2. Data collection techniques used a two-tier diagnostic test. Analysis of the data used in this study is the Rasch model and hypothesis testing. The results showed that there were still students who experienced misconceptions even including students who had high abilities, and the average pretest learning outcomes = 48.6 while the average posttest learning outcomes = 86.6. The results of the study for the hypothesis test were analyzed using the T-test statistic at a significant level of 0.05 and the results obtained were obtained at 7.90> 1.684 Ttable so that H0 was rejected and H1 was accepted. Based on these results it can be concluded that the use of Problem Based Learning learning models can reduce student misconceptions

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“…Still, in chemistry learning, students are faced with problems that must be solved with a better understanding of concepts. Sutrisno et al (2018) state that understanding the concept is one of the cognitive aspects of implementing learning activities in schools. Anderson and Schonborn define concept understanding as an ability to understand and integrate concepts with other related concepts to develop a clear framework and transfer and apply knowledge about concepts to solve problems (Ijirana, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…However, sometimes the data obtained is misunderstood by students, causing conceptual errors (misconceptions), and even students also experience not knowing the concepts that have been given. Sutrisno et al (2018) suggests that misunderstandings can occur because of preconceptions and school-made misconceptions. It often happens because every student already has an initial concept called a preconcept.…”

Section: Introductionmentioning

confidence: 99%

Study of Conceptual Change in Chemistry for Class XI Science High School Students

2022

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Varied initial concepts can be an obstacle or support in understanding a new concept. The study of changes in students' chemical concepts was carried out on thermochemical material. This study aimed to examine changes in students' thermochemical concepts in each subject of high, medium, and low ability. Qualitative descriptive research with mixed methods was conducted on SMAN 1 Bumi Raya Morowali, Central Sulawesi students. The study began by giving an initial test to all students of class XI IPA 1 and 2, as many as 60 students, to obtain initial concept data and the basis for grouping subjects on each ability criterion (high, medium, and low). Every two people from each ability group in semi-structured interviews. Thermochemical material is re-taught using a metacognitive skill learning model and given a final test and interview to get concept data after learning to assess conceptual changes. Five concepts become variables in this study: the heat of reaction, enthalpy of reaction in a calorimeter, Hess's law, energy diagrams, and bond energies. The results showed that concept changes occurred in all high, medium, and low ability subjects. Changes in students' conceptions occurred in the concepts of the heat of reaction, reaction enthalpy, calorimeter, Hess's law, energy diagrams, and bond energy. The most significant conceptual change occurred in the subject of medium ability and low ability, namely the concept of bond energy.

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Miskonsepsi Sifat Keasaman Larutan Garam Para Guru Kimia Dan Rekonstruksi Konseptualnya

Cited by 6 publications

References 4 publications

Identification and remediation of science misconceptions in elementary school teachers using the P2OC2R model

Identification and remediation of science misconceptions in elementary school teachers using the P2OC2R model

Penggunaan Pembelajaran Problem Based Learning (PBL) Untuk Mengurangi Miskonsepsi Pada Materi Asam Basa

Study of Conceptual Change in Chemistry for Class XI Science High School Students

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