Identifikasi dan Remediasi Miskonsepsi dengan Pendekatan Perubahan Konseptual pada Materi Kesetimbangan Kimia
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Published:
Dec 31, 2023
Keywords:
chemical equilibrium misconception, conceptual change approach, CRI, four-tire
Main Article Content
Abstract
Identifying misconceptions in chemistry learning is important to improve the quality of learning. The use of appropriate learning approaches is needed to correct students' misconceptions. This research aims to identify and remediate students' misconceptions about chemical equilibrium material by using a conceptual change approach. The method used was a quantitative-pre-experimental method with a one-group-pretest-posttest-design. The sampling technique was purposive sampling with number of samples was 63 student of eleventh grade. The instrument used was a four-tier diagnostic test based on CRI. Data was obtained by giving the tests to students twice, before and after the remediation of misconceptions using a conceptual change approach. Based on the results of identifying the initial level of students understanding, it was found that the category of understanding the concept about 41%, misconceptions about 41%, and did not understand the concept about 18%. Misconceptions with high criteria were identified in the equilibrium constant sub-material of about 65%. The remediation of misconceptions was carried out by using a conceptual change approach to chemical equilibrium material. The changes in students' understanding level are based on the average N-gain value, namely students' concept understanding of 0.77 in the high category, misconceptions of -0.79 in the decreasing category and not understanding the concept of -0.72 in the decreasing category. The reduction of high criteria misconceptions in the equilibrium constant sub-material with an N-gain value of -0.78 in the decreasing category. It was concluded that remediation using the conceptual change approach could reduce students' misconceptions.
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How to Cite
Mayasri, A., Reza, M., & Nasir, M. (2023). Identifikasi dan Remediasi Miskonsepsi dengan Pendekatan Perubahan Konseptual pada Materi Kesetimbangan Kimia. Orbital: Jurnal Pendidikan Kimia, 7(2), 171-186. https://doi.org/10.19109/ojpk.v7i2.19810
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How to Cite
Mayasri, A., Reza, M., & Nasir, M. (2023). Identifikasi dan Remediasi Miskonsepsi dengan Pendekatan Perubahan Konseptual pada Materi Kesetimbangan Kimia. Orbital: Jurnal Pendidikan Kimia, 7(2), 171-186. https://doi.org/10.19109/ojpk.v7i2.19810
References
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Akbas, Y., & Gencturk, E. (2011). The Effect of Conceptual Change Approach to Eliminate 9th Grade High School Students’ Misconceptions about Air Pressure. Kuram Ve Uygulamada Egitim Bilimleri, 11(4), 2217–2222.
Anwarudin, A., Nuswowati, M., & Widiarti, N. (2019). Analisis Miskonsepsi Peserta Didik pada MAteri Hidrolisis Garam melalui Tes Diagnostik. Journal of Chemistry Education, 8(1), 1–7.
Asmin, L. O., & Rosdianti. (2021). Analisis Miskonsepsi Siswa SMA Negeri 04 Bombana dengan Menggunakan CRI pada Konsep Suhu dan Kalor. Jurnal Fisika Dan Pendidikan Fisika, 6(2), 80–87.
Bernal-Ballen, A., & Ladino-Ospina, Y. (2019). Assessment: A Suggested Strategy for Learning Chemical Equilibrium. Education Sciences, 9(3). https://doi.org/10.3390/educsci9030174
Driel, J. H., & Gräber, W. (2006). The Teaching and Learning of Chemical Equilibrium. In Chemical Education: Towards Research-based Practice (pp. 271–292). https://doi.org/10.1007/0-306-47977-x_12
Elvinawati, E., Rohiat, S., & Solikhin, F. (2022). Identifikasi Miskonsepsi Mahasiswa dalam Mata Kuliah Kimia Sekolah II pada Materi Asam Basa. Alotrop: Jurnal Pendidikan Dan Ilmu Kimia, 6(1), 10–14. https://doi.org/ 10.33369/atp.v6i1.20303
Eymur, G., & Geban, Ö. (2016). The Collaboration of Cooperative Learning and Conceptual Change: Enhancing the Students’ Understanding of Chemical Bonding Concepts. International Journal of Science and Mathematic Education, 1–19. https://doi.org/10.1007/s10763-016-9716-z
Fajriani, G. N., Sopandi, W., & Kadarohman, A. (2019). Miskonsepsi Siswa yang Menggunakan Teks Perubahan Konseptual Mengenai Hukum-Hukum Dasar Kimia. Orbital: Jurnal Pendidikan Kimia, 3(1), 30–41. https://doi.org/ 10.19109/ojpk.v3i1.3361
Fantiani, C., Afgani, M. W., & Astuti, R. T. (2023). Analisis Miskonsepsi Siswa Berbantuan Certainty of Response Index (CRI) pada Materi Pembelajaran Laju dan Orde reaksi. Jurnal Inovasi Pendidikan Kimia, 17(1), 36–40. https://doi.org/10.15294/jipk.v17i1.34946
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Gómez-Siurana, A., & Menargues, S. (2023). Dissociation Must Be Taken into Account in Raoult’s Law. Journal of Chemical Education, 100(10), 4106–4108. https://doi.org/10.1021/acs.jchemed.3c00369
Hasnawati, S. (2022). Strategi Pembelajaran Pendidikan Islam Anak Usia Dini dalam Meningkatkan Kualitas Pemahaman Peserta Didik. Al-Islah Jurnal Pendidikan Islam, 20(2), 149–158.
Imaduddin, M. (2018). Analisis Miskonsepsi Submikroskopik Konsep Larutan Pada Calon Guru Kimia. Edu Sains: Jurnal Pendidikan Sains & Matematika, 6(2), 1. https://doi.org/10.23971/eds.v6i2.983
Jefi, Muflihah, & Nurhadi, M. (2020). Penurunan Miskonsepsi Siswa melalui Pembelajaran Remedial dengan Menggunakan Model Pembelajaran Induktif pada Materi Reaksi Reduksi dan Oksidasi. Bivalen: Chemical Studies Journal, 3(1), 4–8. https://doi.org/10.30872/bcsj.v3i1.321
Jusniar, J., Effendy, E., Budiasih, E., & Sutrisno, S. (2020). Developing a Three-Tier Diagnostic Instrument on Chemical Equilibrium (TT-DICE). Educacion Quimica, 31(3), 84–102. https://doi.org/10.22201/fq.18708404e.2020.3.72 133
Kefi, M. E., Disnawati, H., & Suddin, S. (2021). Analisis Kesulitan Siswa dalam Menyelesaikan Soal Relasi Menggunakan Certainty of Response Index (CRI). JUPITEK: Jurnal Pendidikan Matematika, 4(1), 21–26. https://doi.org/ 10.30598/jupitekvol4iss1 pp21-26
Khoirunnisa, E., Hartatiana, & Laksono, P. J. (2019). Perbandingan Hasil Belajar Kimia Menggunakan Modelpembelajaran Nht Dan Tps Pada Materi Elektrolit Dan Non Elektrolit. Orbital: Jurnal Pendidikan Kimia, 3(2), 125–142.
Koretsky, M. D. (2020). An Interactive Virtual Laboratory Addressing Student Difficulty in Differentiating between Chemical Reaction Kinetics and Equilibrium. Computer Applications in Engineering Education, 28(1), 105–116. https://doi.org/10.1002/cae.22178
Kurniawan, Y., Suhandi, A., & Hasanah, L. (2016). The Influence of Implementation of Interactive Lecture Demonstrations (ILD) Conceptual Change Oriented toward The Decreasing of The Quantity Students that Misconception on The Newton’s First Law. AIP Conference Proceedings, 1708,070007, 1–5. https://doi.org/10.1063/1.4941180
Lela, M., Amilda, & Jayanti, E. (2023). Efektivitas Penggunaan Modul Pembelajaran Kimia Berbasis POE Materi Larutan Elektrolit dan Non Elektrolit terhadap Hasil Belajar. Orbital: Jurnal Pendidikan Kimia, 7(1), 11–24.
Monita, F. A., & Suharto, B. (2016). Identifikasi dan Analisis Miskonsepsi Siswa Menggunakan Three-Tier Multiple Choice Diagnostic Instrument Pada Konsep Kesetimbangan Kimia. Quantum: Jurnal Inovasi Pendidikan Sains, 7(1), 27–38.
Nasir, M. (2020). Profil Miskonsepsi Siswa pada Materi Kinematika Gerak Lurus di SMA Negeri 4 Wira Bangsa Meulaboh. Jurnal Pendidikan Fisika, 8(1), 61–66.
Permatasari, M. B., Muchson, M., Hakimah, N., Rokhim, D. A., Herunata, H., & Yahmin, M. (2022). Identifikasi Miskonsepsi Materi Kesetimbangan Kimia pada Siswa SMA Menggunakan Tes Three Tier Berbasis Web. Jurnal Inovasi Pendidikan Kimia, 16(1), 1–7. https://doi.org/10.15294/jipk.v16i1.29407
Pongkendek, J. J., & Kristyasari, M. L. (2022). Penggunaan Two Tier Multiple Choice untuk Analisis Miskonsepsi Mahasiswa. Quantum: Jurnal Inovasi Pendidikan Sains, 13(1), 131–139.
Potvin, P., Nenciovici, L., Malenfant-robichaud, G., Thibault, F., Sy, O., Mahhou, M. A., Bernard, A., Allaire-Duquette, G., Sarrasin, J. B., Foisy, L. B., Brouillette, N., St-Aubin, A., Charland, P., Masson, S., Riopel, M., Tsai, C., Bélanger, M., & Chastenay, P. (2020). Models of Conceptual Change in Science Learning: Establishing An Exhaustive Inventory Based on Support Given By Articles Published in Major Journals. Studies in Science Education, 00(00), 1–55. https://doi.org/10.1080/03057267.2020.1744796
Pouna, Z. Y., Heryandi, Y., & Raharjo, H. (2022). Remediation of Students’ Misconceptions on 3D Shapes through the Implementation of ECIRR Learning Model Assisted by Software Cabri 3D v2. Jurnal Riset Pendidikan Dan Inovasi Pembelajaran Matematika, 6(1), 48.
Rahmah, C. M., Nasir, M., & Bahri, S. (2018). Identifikasi Miskonsepsi Menggunakan Certainty Of Response Index (CRI) pada Materi Kinematika Gerak Lurus di MAN4 Aceh Besar. Jurnal Phi: Jurnal Pendidikan Fisika Dan Fisika Terapan, 2, 5–10.
Rahmawati, Y., Zulhipri, Hartanto, O., Falani, I., & Iriyadi, D. (2022). Students’ Conceptual Understanding in Chemistry Learning Using PhET Interactive Simulations. Journal of Technology and Science Education, 12(2), 303–326. https://doi.org/10.3926/jotse.1597
Resbiantoro, G., Setiani, R., & Dwikoranto. (2022). A Review of Misconception in Physics : The Diagnosis, Causes, and Remediation. Journal of Turkish Science Education, 19(2), 403–427.
ŞEN, Ş., VAROĞLU, L., & YILMAZ, A. (2019). Examination of Undergraduates’ Cognitive Structures on Reaction Rates and Chemical Equilibrium. Pamukkale University Journal of Education, 45(45), 335–352. https://doi.org/ 10.9779/puje. 2018.236
Solang, S. V., Salimi, Y. K., & Pikoli, M. (2021). Remediasi Miskonsepsi Siswa pada Konsep Asam dan Basa dengan Menggunakan Strategi Konflik Kognitif di Kelas XII MIA MAN 1 Kota Gorontalo. Jambura Journal of Educational Chemistry, 2(2), 66–73. https://doi.org/10.34312/jjec.v2i2.7196
Sugiyono. (2007). Statistika untuk Penelitian (A. Nuryanto (ed.)). ALFABETA.
Sundayana, R. (2016). Statistika Penelitian Pendidikan. ALFABETA.
Sutrisno, S., Muchson, M., Widarti, H. R., & Sulistina, O. (2018). Miskonsepsi Sifat Keasaman Larutan Garam Para Guru Kimia dan Rekonstruksi Konseptualnya. J-PEK (Jurnal Pembelajaran Kimia), 3(2), 10–18. https://doi.org/ 10.17977/um026v3i22018p010
Tyson, L., Treagust, D. F., & Bucat, R. B. (1999). The Complexity of Teaching and Learning Chemical Equilibrium. Journal of Chemical Education, 76(4), 554–558.
Üce, M., & Ceyhan, İ. (2019). Misconception in Chemistry Education and Practices to Eliminate Them: Literature Analysis. Journal of Education and Training Studies, 7(3), 202. https://doi.org/10.11114/jets.v7i3.3990
Wulandari, A., Sumarno, & Siswanto, J. (2022). Analisis Kemampuan Kognitif dan Miskonsepsi Guru Sekolah Dasar pada Pembelajaran IPA Materi Fotosintesis. Ibtidai’y Datokarama: Jurnal Pendidikan Dasar, 3(2), 19–26.
Wulandari, C. A., & Rusmini. (2020). Pengaruh Penggunaan LKPD dengan Model Pembelajaran ECIRR dalam Mereduksi Miskonsepsi pada Materi Stoikiometri Kelas X SMA. Orbital: Jurnal Pendidikan Kimia, 4(1), 1–12.
Yakubi, M., Zulfadli, & Hanum, L. (2017). Menganalisis Tingkat Pemahaman Siswa pada Materi Ikatan Kimia Menggunakan Instrumen Penilaian Four-Tier Multiple Choice (Studi Kasus pada Siswa Kelas X SMA Negeri 4 Banda Aceh). Jurnal Ilmiah Mahasiswa Pendidikan Kimia (JIMPK), 2(1), 19–26.
Zayyinah, Munawaroh, F., & Rosidi, I. (2018). Identifikasi Miskonsepsi Siswa SMP dengan Certainty of Response Index (CRI) pada Konsep Suhu dan Kalor. Science Education National Conference, 78–89.
Agustin, U., Susilaningsih, E., Nurhayati, S., & Wijayati, N. (2022). Pengembangan Instrumen Tes Diagnostik Four-Tier Multiple Choice untuk Identifikasi Miskonsepsi Siswa pada Materi Kesetimbangan Kimia. Chemistry In Education, 11(1), 1–7.
Akbas, Y., & Gencturk, E. (2011). The Effect of Conceptual Change Approach to Eliminate 9th Grade High School Students’ Misconceptions about Air Pressure. Kuram Ve Uygulamada Egitim Bilimleri, 11(4), 2217–2222.
Anwarudin, A., Nuswowati, M., & Widiarti, N. (2019). Analisis Miskonsepsi Peserta Didik pada MAteri Hidrolisis Garam melalui Tes Diagnostik. Journal of Chemistry Education, 8(1), 1–7.
Asmin, L. O., & Rosdianti. (2021). Analisis Miskonsepsi Siswa SMA Negeri 04 Bombana dengan Menggunakan CRI pada Konsep Suhu dan Kalor. Jurnal Fisika Dan Pendidikan Fisika, 6(2), 80–87.
Bernal-Ballen, A., & Ladino-Ospina, Y. (2019). Assessment: A Suggested Strategy for Learning Chemical Equilibrium. Education Sciences, 9(3). https://doi.org/10.3390/educsci9030174
Driel, J. H., & Gräber, W. (2006). The Teaching and Learning of Chemical Equilibrium. In Chemical Education: Towards Research-based Practice (pp. 271–292). https://doi.org/10.1007/0-306-47977-x_12
Elvinawati, E., Rohiat, S., & Solikhin, F. (2022). Identifikasi Miskonsepsi Mahasiswa dalam Mata Kuliah Kimia Sekolah II pada Materi Asam Basa. Alotrop: Jurnal Pendidikan Dan Ilmu Kimia, 6(1), 10–14. https://doi.org/ 10.33369/atp.v6i1.20303
Eymur, G., & Geban, Ö. (2016). The Collaboration of Cooperative Learning and Conceptual Change: Enhancing the Students’ Understanding of Chemical Bonding Concepts. International Journal of Science and Mathematic Education, 1–19. https://doi.org/10.1007/s10763-016-9716-z
Fajriani, G. N., Sopandi, W., & Kadarohman, A. (2019). Miskonsepsi Siswa yang Menggunakan Teks Perubahan Konseptual Mengenai Hukum-Hukum Dasar Kimia. Orbital: Jurnal Pendidikan Kimia, 3(1), 30–41. https://doi.org/ 10.19109/ojpk.v3i1.3361
Fantiani, C., Afgani, M. W., & Astuti, R. T. (2023). Analisis Miskonsepsi Siswa Berbantuan Certainty of Response Index (CRI) pada Materi Pembelajaran Laju dan Orde reaksi. Jurnal Inovasi Pendidikan Kimia, 17(1), 36–40. https://doi.org/10.15294/jipk.v17i1.34946
Frans, B. U., & Wasis. (2020). Penerapan LKS Berbasis PhET untuk Mereduksi Miskonsepsi Siswa pada Materi Arus Listrik Bolak Balik. Jurnal Penelitian Pembelajaran Fisika, 11(2), 31–40. https://doi.org/10.26877/jp2f.v13i1.115 29
Gómez-Siurana, A., & Menargues, S. (2023). Dissociation Must Be Taken into Account in Raoult’s Law. Journal of Chemical Education, 100(10), 4106–4108. https://doi.org/10.1021/acs.jchemed.3c00369
Hasnawati, S. (2022). Strategi Pembelajaran Pendidikan Islam Anak Usia Dini dalam Meningkatkan Kualitas Pemahaman Peserta Didik. Al-Islah Jurnal Pendidikan Islam, 20(2), 149–158.
Imaduddin, M. (2018). Analisis Miskonsepsi Submikroskopik Konsep Larutan Pada Calon Guru Kimia. Edu Sains: Jurnal Pendidikan Sains & Matematika, 6(2), 1. https://doi.org/10.23971/eds.v6i2.983
Jefi, Muflihah, & Nurhadi, M. (2020). Penurunan Miskonsepsi Siswa melalui Pembelajaran Remedial dengan Menggunakan Model Pembelajaran Induktif pada Materi Reaksi Reduksi dan Oksidasi. Bivalen: Chemical Studies Journal, 3(1), 4–8. https://doi.org/10.30872/bcsj.v3i1.321
Jusniar, J., Effendy, E., Budiasih, E., & Sutrisno, S. (2020). Developing a Three-Tier Diagnostic Instrument on Chemical Equilibrium (TT-DICE). Educacion Quimica, 31(3), 84–102. https://doi.org/10.22201/fq.18708404e.2020.3.72 133
Kefi, M. E., Disnawati, H., & Suddin, S. (2021). Analisis Kesulitan Siswa dalam Menyelesaikan Soal Relasi Menggunakan Certainty of Response Index (CRI). JUPITEK: Jurnal Pendidikan Matematika, 4(1), 21–26. https://doi.org/ 10.30598/jupitekvol4iss1 pp21-26
Khoirunnisa, E., Hartatiana, & Laksono, P. J. (2019). Perbandingan Hasil Belajar Kimia Menggunakan Modelpembelajaran Nht Dan Tps Pada Materi Elektrolit Dan Non Elektrolit. Orbital: Jurnal Pendidikan Kimia, 3(2), 125–142.
Koretsky, M. D. (2020). An Interactive Virtual Laboratory Addressing Student Difficulty in Differentiating between Chemical Reaction Kinetics and Equilibrium. Computer Applications in Engineering Education, 28(1), 105–116. https://doi.org/10.1002/cae.22178
Kurniawan, Y., Suhandi, A., & Hasanah, L. (2016). The Influence of Implementation of Interactive Lecture Demonstrations (ILD) Conceptual Change Oriented toward The Decreasing of The Quantity Students that Misconception on The Newton’s First Law. AIP Conference Proceedings, 1708,070007, 1–5. https://doi.org/10.1063/1.4941180
Lela, M., Amilda, & Jayanti, E. (2023). Efektivitas Penggunaan Modul Pembelajaran Kimia Berbasis POE Materi Larutan Elektrolit dan Non Elektrolit terhadap Hasil Belajar. Orbital: Jurnal Pendidikan Kimia, 7(1), 11–24.
Monita, F. A., & Suharto, B. (2016). Identifikasi dan Analisis Miskonsepsi Siswa Menggunakan Three-Tier Multiple Choice Diagnostic Instrument Pada Konsep Kesetimbangan Kimia. Quantum: Jurnal Inovasi Pendidikan Sains, 7(1), 27–38.
Nasir, M. (2020). Profil Miskonsepsi Siswa pada Materi Kinematika Gerak Lurus di SMA Negeri 4 Wira Bangsa Meulaboh. Jurnal Pendidikan Fisika, 8(1), 61–66.
Permatasari, M. B., Muchson, M., Hakimah, N., Rokhim, D. A., Herunata, H., & Yahmin, M. (2022). Identifikasi Miskonsepsi Materi Kesetimbangan Kimia pada Siswa SMA Menggunakan Tes Three Tier Berbasis Web. Jurnal Inovasi Pendidikan Kimia, 16(1), 1–7. https://doi.org/10.15294/jipk.v16i1.29407
Pongkendek, J. J., & Kristyasari, M. L. (2022). Penggunaan Two Tier Multiple Choice untuk Analisis Miskonsepsi Mahasiswa. Quantum: Jurnal Inovasi Pendidikan Sains, 13(1), 131–139.
Potvin, P., Nenciovici, L., Malenfant-robichaud, G., Thibault, F., Sy, O., Mahhou, M. A., Bernard, A., Allaire-Duquette, G., Sarrasin, J. B., Foisy, L. B., Brouillette, N., St-Aubin, A., Charland, P., Masson, S., Riopel, M., Tsai, C., Bélanger, M., & Chastenay, P. (2020). Models of Conceptual Change in Science Learning: Establishing An Exhaustive Inventory Based on Support Given By Articles Published in Major Journals. Studies in Science Education, 00(00), 1–55. https://doi.org/10.1080/03057267.2020.1744796
Pouna, Z. Y., Heryandi, Y., & Raharjo, H. (2022). Remediation of Students’ Misconceptions on 3D Shapes through the Implementation of ECIRR Learning Model Assisted by Software Cabri 3D v2. Jurnal Riset Pendidikan Dan Inovasi Pembelajaran Matematika, 6(1), 48.
Rahmah, C. M., Nasir, M., & Bahri, S. (2018). Identifikasi Miskonsepsi Menggunakan Certainty Of Response Index (CRI) pada Materi Kinematika Gerak Lurus di MAN4 Aceh Besar. Jurnal Phi: Jurnal Pendidikan Fisika Dan Fisika Terapan, 2, 5–10.
Rahmawati, Y., Zulhipri, Hartanto, O., Falani, I., & Iriyadi, D. (2022). Students’ Conceptual Understanding in Chemistry Learning Using PhET Interactive Simulations. Journal of Technology and Science Education, 12(2), 303–326. https://doi.org/10.3926/jotse.1597
Resbiantoro, G., Setiani, R., & Dwikoranto. (2022). A Review of Misconception in Physics : The Diagnosis, Causes, and Remediation. Journal of Turkish Science Education, 19(2), 403–427.
ŞEN, Ş., VAROĞLU, L., & YILMAZ, A. (2019). Examination of Undergraduates’ Cognitive Structures on Reaction Rates and Chemical Equilibrium. Pamukkale University Journal of Education, 45(45), 335–352. https://doi.org/ 10.9779/puje. 2018.236
Solang, S. V., Salimi, Y. K., & Pikoli, M. (2021). Remediasi Miskonsepsi Siswa pada Konsep Asam dan Basa dengan Menggunakan Strategi Konflik Kognitif di Kelas XII MIA MAN 1 Kota Gorontalo. Jambura Journal of Educational Chemistry, 2(2), 66–73. https://doi.org/10.34312/jjec.v2i2.7196
Sugiyono. (2007). Statistika untuk Penelitian (A. Nuryanto (ed.)). ALFABETA.
Sundayana, R. (2016). Statistika Penelitian Pendidikan. ALFABETA.
Sutrisno, S., Muchson, M., Widarti, H. R., & Sulistina, O. (2018). Miskonsepsi Sifat Keasaman Larutan Garam Para Guru Kimia dan Rekonstruksi Konseptualnya. J-PEK (Jurnal Pembelajaran Kimia), 3(2), 10–18. https://doi.org/ 10.17977/um026v3i22018p010
Tyson, L., Treagust, D. F., & Bucat, R. B. (1999). The Complexity of Teaching and Learning Chemical Equilibrium. Journal of Chemical Education, 76(4), 554–558.
Üce, M., & Ceyhan, İ. (2019). Misconception in Chemistry Education and Practices to Eliminate Them: Literature Analysis. Journal of Education and Training Studies, 7(3), 202. https://doi.org/10.11114/jets.v7i3.3990
Wulandari, A., Sumarno, & Siswanto, J. (2022). Analisis Kemampuan Kognitif dan Miskonsepsi Guru Sekolah Dasar pada Pembelajaran IPA Materi Fotosintesis. Ibtidai’y Datokarama: Jurnal Pendidikan Dasar, 3(2), 19–26.
Wulandari, C. A., & Rusmini. (2020). Pengaruh Penggunaan LKPD dengan Model Pembelajaran ECIRR dalam Mereduksi Miskonsepsi pada Materi Stoikiometri Kelas X SMA. Orbital: Jurnal Pendidikan Kimia, 4(1), 1–12.
Yakubi, M., Zulfadli, & Hanum, L. (2017). Menganalisis Tingkat Pemahaman Siswa pada Materi Ikatan Kimia Menggunakan Instrumen Penilaian Four-Tier Multiple Choice (Studi Kasus pada Siswa Kelas X SMA Negeri 4 Banda Aceh). Jurnal Ilmiah Mahasiswa Pendidikan Kimia (JIMPK), 2(1), 19–26.
Zayyinah, Munawaroh, F., & Rosidi, I. (2018). Identifikasi Miskonsepsi Siswa SMP dengan Certainty of Response Index (CRI) pada Konsep Suhu dan Kalor. Science Education National Conference, 78–89.