Overcoming Student’s Misconception through Implementation of Metacognitive Skills-Based Instructional Materials in Energetics

Abstract

Developing metacognitive skills is a prominent objective in the education field. Several institutions use the skills to facilitate students’ thinking processes. This study aims to overcome student misconceptions in energetic materials by implementing teaching materials based on metacognitive skills. Several studies have shown that metacognitive skills have played a role in reducing misconceptions through the process of problem-solving in science learning. The subjects of this research are students majoring in chemistry at Universitas Negeri Surabaya, Indonesia. Students’ conception status is determined by the result of a conception test equipped with the Certainty of Response Index. With descriptive analysis techniques, results indicated that students who had the potential misconceptions status at the beginning had experienced self-actualization: (1) the number of students who have “the right concept” is more than those who “do not know the concept” and have “misconceptions,” and (2) the number of students who have status least misconception. Based on the results of the study, the implementation of metacognitive skills-based teaching materials can overcome student misconceptions in energetic material.

Development of Student Worksheets based Process Oriented Guided Inquiry Learning to Remediate Student’s Misconceptions on Acid and Base

“…According to Piaget, conceptual reconstruction occurs when a notion is altered to broaden understanding and align attitudes with the most recent facts. Additionally, the constructivist approach asserts that when students learn science, they interpret new information in the context of their preexisting ideas and beliefs, which they might later change or alter (Nasrudin & Azizah, 2020). However, based on student analysis of academic abilities shows that there are still many students who need clarification about acids and bases.…”

“…External factors can come from textbooks, learning processes, media, and language. Conversely, internal factors that cause student misconceptions can come from students' daily experiences, which are students' initial conceptions (Nasrudin & Azizah, 2020). Misconceptions that come from students can occur due to preconceptions, incomplete or incorrect reasoning, or even intuition incomplete or incorrect reasoning, or even wrong intuition or even wrong intuition (Sari & Nasrudin, 2015).…”

The Effectiveness of Remediation Learning Strategy in Reducing Misconceptions on Chemistry: A Systematic Review

“…The low percentage of reduction misconceptions after implementing remedial learning is not only caused by students who have difficulty representing submicroscopic phenomena but also due to their low mathematical ability (Nasrudin & Azizah, 2020;Ozmen & Naseriazar, 2018;Rizqiyah et al, 2020).…”

“…Mulyadi (2010) defined remedial learning as an attempt to change the wrong conception with an alternative to present a new concept that is correct and scientific. Based on the literature study, the efforts to reduce students' misconceptions about chemistry have been carried out by several researchers, such as; remedial learning using analogy strategy (Aprilia & Suyono, 2016;Praswidiarini & Suyono, 2015), using E-module ; using the worksheet (Fariki & Novita, 2021;Nasrudin & Azizah, 2020), Implementation of a computer application-based conceptual change text learning model (Islamiyah et al, 2019;Susilowati et al, 2019), conceptual change (Pabuccu & Geban, 2012); Pogil (Rizqiyah et al, 2020); MRCD (Harza et al, 2021;Widarti et al, 2021), EDI (Lu et al, 2018); and POE (Kibirige et al, 2014;Zakiyah et al, 2019). Although the efforts to reduce misconceptions continue to be carried out by researchers, the implementation of learning strategies is less effective.…”

Implementation of 8E Learning Cycle Model with Instagram to Overcome Student Misconceptions in Buffer Solution Material

“…The inability to connect these three types of representations is the main reason for misconceptions in chemistry learning (A'yun & Suyono, 2020). In addition, research by Nasrudin & Azizah (2020) states that misconceptions have internal factors in the form of initial knowledge brought by students before entering the classroom. A wrong understanding of a concept will be related to understanding another, so chemistry learning becomes complicated because it must understand each concept correctly.…”