MISKONSEPSI SISWA YANG MENGGUNAKAN TEKS PERUBAHAN KONSEPTUAL MENGENAI HUKUM-HUKUM DASAR KIMIA
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Keywords:
hukum-hukum dasar kimia, miskonsepsi, teks perubahan konseptual
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Abstract
Miskonsepsi merupakan pemodelan yang salah dari suatu fenomena, dimana bagi siswa pemodelan tersebut nampak masuk akal dan berpotensi benar. Pembelajaran yang baik adalah dengan cara memunculkan pengetahuan lama untuk dihubungkan dengan pengetahuan baru.Salah satu metode pembelajaran untuk mendukung proses ini yaitu dengan menggunakan teks perubahan konseptual. Penelitian ini merupakan penelitian deskriptif yang bertujuan untuk menganalisis miskonsepsi siswa yang belajar menggunakan teks perubahan konseptual mengenai materi hukum-hukum dasar kimia.Penelitian dilakukan pada 69 siswa kelas X di SMA Negeri di Kabupaten Bandung Barat. Berdasarkan hasil analisis jawaban siswa, terdapat sepuluh miskonsepsi yaitudalam hukum kekekalan massa, jika massa salah satu unsur dilipatgandakan, maka massa unsur lain juga harus dilipatgandakan dengan kelipatan yang sama (M-1); dalam hukum perbandingan tetap, massa senyawa hasil reaksi adalah penjumlahan massa unsur-unsur yang direaksikan (M-2); dalam hukum perbandingan tetap, massa unsur yang dijumlahkan adalah massa atom relatifnya (M-3); dalam hukum perbandingan tetap terdapat kesalahan matematis dalam menghitung massa unsur yang bereaksi sesuai dengan perbandingannya (M-4); dalam hukum perbandingan berganda, membandingkan salah satu unsur tanpa membuat perbandingan unsur yang lain sama (M-5); dalam hukum perbandingan berganda, menyatakan perbandingan unsur X dengan perbandingan unsur yang bukan X (M-6); dalam hukum perbandingan berganda, persentase unsur X adalah kebalikan dari persentase unsur yang bukan X (M-7); dalam hukum perbandingan volume, jumlah koefisien sebelum dan setelah reaksi adalah sama (M-8); dalam hukum perbandingan volume, jumlah volume sebelum dan setelah reaksi adalah sama (M-9); dalam hipotesis Avogadro, perbandingan koefisien menunjukkan perbandingan massa (M-10).
Article Details
How to Cite
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
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How to Cite
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
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Pabuccu, A. & Geban, O. (2012). Students’ Conceptual Level of Understanding on Chemical Bonding. International Online Journal of Educational Sciences, 4(3), 563-580.
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Pinarbasi, T., Canpolat, N., Bayrakceken, S., & Geban, O. (2006). An Investigation of Effectiveness of Conceptual Change Text-oriented Instruction of Students’ Understanding of Solution Concept. Research in Science Education, 36(4), 313-335.
Posner, G.J., Strike, K.A., Hewson, P.W., & Gertzog, W.A. (1982). Acommodation of a Scientific Conception: Toward a Conceptual Change. Science Education, 66(2), 211-227.
Sendur, G. & Toprak, M. (2013). The Role of Conceptual Change Text to Improve Students’ Understanding of Alkane. Chemistry Education Research and Practice, 14(4), 431-449.
Sewell, A. (2002). Constructivism and Student Misconceptions: Why Every Teacher Needs To Know About Them. Australian Science Teacher Journal, 48(4), 24-28.
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Taber, K. (2000). Chemistry Lessons for Universities? A Review of Constructivist Ideas. University and Chemisty Education, 4(2), 63-72.
Tas, E., Gulen, S., Oner, Z., & Ozyurek, C. (2015). The Effect of Classic and Web-Designed Conceptual Change Text on The Subject of Water Chemistry. International Electronic Journal of Elementary Education, 7(2), 263-280.
Tastan, O., Yalcinkaya, E., & Boz, Y. (2008). Effectiveness of Conceptual Change Text-oriented Instruction on Students’ Understanding of Energy in Chemical Reactions. Journal of Science Education and Technology, 17, 444-453.
Tekkaya, C. (2010). Remediating High School Students’ Misconception Concerning Diffusion and Osmosis through Concept Mapping and Conceptual Change Text. Research in Science and Technological Education, 21(1), 5-16.
Ultay, N., Durukan, U.G., & Ultay, E. (2015). Evaluation of Effectiveness of Conceptual Change Texts in REACT Strategy. Chemistry Education Research and Practice, 16(1), 22-38.
Wang, T. & Andre, T. (1991). Conceptual Change Text versus Traditional Text and Application Questions versus No Questions in Learning about Electricity. Contemporary Educational Phsycology, 16(2), 103-116.
Yilmaz, D., Tekkaya, C., & Sungur, S. (2013). The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics. International Journal of Science Education, 33(5), 607-628.
Aslan, A. & Demircioglu, G. (2014). The Effect of Video-Assisted Conceptual Change Texts on 12th Grade Students. Procedia – Social and Behavioral Sciences, 116, 3115-3119.
Beerenwinkel, A. (2006). Fostering Conceptual Change in Chemistry Classes using Expository Text. Disertasi diunduh di http://nbn-resolving.de/urn/resolver.pl?urn=urn%3Anbn%3Ade%3Ahbz%3A468-20060524.
Calik, M., Ayas, A. & Coll, R.K. (2007). Enhancing Pre-service Elementary Teachers’ Conceptual Understanding of Solution Chemistry with Conceptual Change Text. International Journal of Science and Mathematics Education, 5(1), 1-28.
Calik, M., Okur, M. & Taylor, N. (2011). A Comparison of Different Conceptual Pedagogies Employed Within the Topic of “Sound Propagation”. Journal of Science Education and Technology, 20(6), 729-742.
Chambers, S.K. & Andre, J. (1997). Gender Prior Knowledge, Interest and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current. Journal of Research in Science and Technology, 34(2), 107-123.
Fatmawati, Paputungan, M. & Asui, R.A. (2014). Identifikasi Kesulitan Belajar Siswa pada Materi Persamaan Reaksi di Kelas X dan XI IPA MAN Batudaa. Skripsi UNG: Tidak Diterbitkan.
Ferguson, D.L. (1990). Advanced Educational Technologies for Mathematics and Science. New York: Springer-Verlag Berlin Heidelberg.
Fleer, M. (1999). Children’s Alternative Views: Alternative to What? International Journal of Science Education, 21(2), 119-135.
Guzzetti, B.J. (2002). Literacy in America: an Encyclopedia of History, Theory, and Practice. California: ABC-CLIO, Inc.
Hakim, A., Liliasari, & Kadarohman, A. (2012). Student Concept Understanding of Natural Products in Chemistry in Primary and Secondary Metabolites Using the Data Collection Technique of Modified CRI. International Online Journal of Education Science, 4(3), 544-553.
Hewson, M.G., & Hewson, P.W. (1984). Effect of Instruction Using Students’ Prior Knowledge and Conceptual Change Strategies on Science Learning. Journal of Research and Science Teaching, 20(8), 731-743.
Izza, R. (2015). Perubahan Konsepsi Siswa pada Materi Stoikiometri dengan Menggunakan Conceptual Change Text (CCT). Skripsi Universitas Pendidikan Indonesia: Tidak Diterbitkan.
Kent State Department of Mathematical Sciences. (2008). Fundamentals of Mathematics I. USA: Kent.Mikkila-Erdmann, M. (2001). Improving Conceptual Change Concerning Photosynthesis through Text Design. Learning and Instruction, 11(3), 241-257.
Ozmen, H. (2010). Effect on Animation Enhanced Conceptual Change Texts on 6th Grade Student’s Understanding of Particulate Nature of Matter and Transformation during Phase Changes. Computers & Educations, 57(1), 1114-1126.
Pabuccu, A. & Geban, O. (2012). Students’ Conceptual Level of Understanding on Chemical Bonding. International Online Journal of Educational Sciences, 4(3), 563-580.
Palmer, D. (2001). Students’ Alternative Conceptions and Scientifically Acceptable Conception about Gravity. International Journal of Science Education, 23(7), 691-706.
Pinarbasi, T., Canpolat, N., Bayrakceken, S., & Geban, O. (2006). An Investigation of Effectiveness of Conceptual Change Text-oriented Instruction of Students’ Understanding of Solution Concept. Research in Science Education, 36(4), 313-335.
Posner, G.J., Strike, K.A., Hewson, P.W., & Gertzog, W.A. (1982). Acommodation of a Scientific Conception: Toward a Conceptual Change. Science Education, 66(2), 211-227.
Sendur, G. & Toprak, M. (2013). The Role of Conceptual Change Text to Improve Students’ Understanding of Alkane. Chemistry Education Research and Practice, 14(4), 431-449.
Sewell, A. (2002). Constructivism and Student Misconceptions: Why Every Teacher Needs To Know About Them. Australian Science Teacher Journal, 48(4), 24-28.
Skelly K.M. & Hall, D. (1993). The Development and Validation of a Categorization of Sources of Misconceptions in Chemistry. Makalah pada Third International Seminar on Misconceptions and Educational Strategies in science and Mathematics, Ithaca. Tidak diterbitkan.
Suparno, P. (2005). Miskonsepsi dan Perubahan Konsep dalam Pendidikan Fisika. Jakarta: PT. Gramedia Widia Sarana.
Taber, K. (2000). Chemistry Lessons for Universities? A Review of Constructivist Ideas. University and Chemisty Education, 4(2), 63-72.
Tas, E., Gulen, S., Oner, Z., & Ozyurek, C. (2015). The Effect of Classic and Web-Designed Conceptual Change Text on The Subject of Water Chemistry. International Electronic Journal of Elementary Education, 7(2), 263-280.
Tastan, O., Yalcinkaya, E., & Boz, Y. (2008). Effectiveness of Conceptual Change Text-oriented Instruction on Students’ Understanding of Energy in Chemical Reactions. Journal of Science Education and Technology, 17, 444-453.
Tekkaya, C. (2010). Remediating High School Students’ Misconception Concerning Diffusion and Osmosis through Concept Mapping and Conceptual Change Text. Research in Science and Technological Education, 21(1), 5-16.
Ultay, N., Durukan, U.G., & Ultay, E. (2015). Evaluation of Effectiveness of Conceptual Change Texts in REACT Strategy. Chemistry Education Research and Practice, 16(1), 22-38.
Wang, T. & Andre, T. (1991). Conceptual Change Text versus Traditional Text and Application Questions versus No Questions in Learning about Electricity. Contemporary Educational Phsycology, 16(2), 103-116.
Yilmaz, D., Tekkaya, C., & Sungur, S. (2013). The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics. International Journal of Science Education, 33(5), 607-628.