Profil Miskonsepsi Siswa Kelas XII SMA pada Submateri Sintesis Protein Berdasarkan Hasil Uji Four-Tier Diagnostic Test

Abstract

Miskonsepsi merupakan perbedaan pemikiran seseorang dengan pendapat yang disepakati oleh ahli. Oleh karena itu diperlukan upaya untuk mencegah dan mengatasi miskonsepsi siswa agar tidak memengaruhi konsep selanjutnya yang akan diajarkan pada siswa. Penelitian ini bertujuan untuk (1) mendeskripsikan profil miskonsepsi siswa pada submateri sintesis protein menggunakan four-tier diagnostic test, (2) mendeskripsikan faktor penyebab terjadinya miskonsepsi yang dialami siswa, dan (3) mendeskripsikan upaya mereduksi miskonsepsi. Jenis penelitian ini yaitu deskriptif evaluatif. Metode yang digunakan adalah tes objektif dan wawancara. Tes objektif berupa 15 butir soal four-tier diagnostic test yang dikerjakan oleh 60 siswa. Tes diagnostik berfungsi untuk mengetahui profil miskonsepsi siswa. Metode wawancara berupa angket yang berfungsi untuk mengetahui penyebab miskonsepsi. Angket wawancara dikerjakan oleh 30% siswa yang mengalami miskonsepsi tinggi, miskonsepsi sedang maupun rendah. Berdasarkan hasil penelitian, diketahui sebesar 52,60% siswa mengalami miskonsepsi, 25,10% siswa termasuk tidak paham konsep, dan 22,60% siswa termasuk paham konsep. Indikator subkonsep yang mengalami miskonsepsi tinggi diantaranya adalah menentukan basa nitrogen dalam DNA, menentukan ciri tahapan terminasi translasi, merumuskan urutan proses sintesis protein, menganalisis jenis untai DNA pada inisiasi transkripsi, menentukan mekanisme sintesis protein. Penyebab miskonsepsi yang paling dominan pada penelitian ini adalah siswa itu sendiri, buku teks, dan guru. Berdasarkan hasil penelitian, kategori miskonsepsi pada subkonsep terminasi translasi, inisiasi transkripsi, dan mekanisme sintesis protein termasuk dalam kriteria tinggi.
 Kata Kunci: miskonsepsi, sintesis protein, four-tier diagnostic test.

Meta-Analysis of Student's Misconceptions for Biological Materials for Sciences Class Sma/Ma

“…Audio-visuals make it easier for students to visualize the components of protein synthesis. The stages in protein synthesis resemble the actual situation (Widiastutik & Isnawati, 2021).…”

“…Students are still found wrong in determining the difference between the two. According to Widiastutik & Isnawati (2021), on indicators determining the mechanism of protein synthesis, students are required to differentiate between transcription and translation processes. Students have the assumption that the transcription stage is a process that involves antisense chains in DNA to print mRNA, while translation is a process of binding amino acids that are soluble in plasma.…”

“…According to Madukubah et al (2018), several things that cause misconceptions in the protein synthesis subconcept, namely, (1) students have wrong reasoning on a concept, (2) students have less interest in the concept of protein synthesis, (3) lack of teacher confirmation of student understanding, such as rarely corrects students' homework, (4) the teacher explains quickly during the learning process, ( 5) the textbook used has some misconceptions (not precise in the use of terms). According to Widiastutik & Isnawati (2021), the factors that cause students' misconceptions about the protein synthesis sub-concept are students, textbooks used, learning media that support the learning process, teachers and how the teacher teaches, and context (material being studied). The roleplaying learning method and audio-visual media are quite effective in avoiding students' misconceptions about protein synthesis material.…”

“…Several ways are pretty accurate to minimize misconceptions in students, namely 1) teachers need to reveal misconceptions to students, 2) teachers must find the location of errors and factors that cause student misconceptions, and 3) teachers determine the best solution to overcome student misconceptions. Some appropriate solutions to minimize students' misconceptions are changing students' concepts, conducting experiments or experiences in the field, identifying cognitive problems, establishing constructivist strategies, Predict Observe Explain (POE), Bridging analogy (connecting analogy), Predict Discuss Explain Observe Discuss and Explain (PDEODE), using concept maps, and problem solving-based learning (Widiastutik & Isnawati, 2021).…”

“…On the other hand, the cause of misconceptions is the teacher's inappropriate teaching method or the teacher's attitude towards students who do not relate well. According to Widiastutik and Isnawati (2021), the causes of student misconceptions are (1) students who have not read the material discussed. (2) some students do not understand the material quickly.…”