Analisis Miskonsepsi Pada Materi Hidrolisis Garam Menggunakan Instrumen Tes Diagnostik Four Tier
Keywords:
Miskonsepsi, Hidrolisis, Diagnostik, Four TierAbstract
Salt hydrolysis is a chemical material that contains concrete and abstract concepts so that it is considered difficult and often causes students to experience misconceptions. This study aims to analyze students' misconceptions on the concept of salt hydrolysis. The type of research used is descriptive with a quantitative approach. The subjects in this study were 80 students of class XI IPA SMAN 1 Pronojiwo. The data collection instrument used in this study was a four-tier diagnostic test. The analytical technique used is descriptive quantitative by looking at the percentage of misconceptions in each sub-concept of salt hydrolysis material. The results of this study indicate that the overall misconception experienced by students in the salt hydrolysis material is 27.7% and is in the low category. The lowest misconception was identified in the sub-concept of salt types and their properties with a percentage of 15%. While the highest misconception was identified in the sub-concept of determining the pH of the salt resulting from the reaction of a weak acid and a strong base with a percentage of 36.25%.
References
Amelia, D., Marheni, M., & Nurbaity, N. (2014). Analisis Miskonsepsi Siswa Pada Materi Hidrolisis Garam Menggunakan Teknik Cri (Certainty of Response Index) Termodifikasi. JRPK: Jurnal Riset Pendidikan Kimia, 4(1), 260–266. https://doi.org/10.21009/jrpk.041.05
Arpiana, D., & Nurhadi, M. (2020). Efektivitas Penggunaan Model Pembelajaran Pogil Untuk Menurunkan Miskonsepsi Siswa Kelas XI MIPA 5 Di SMA Negeri 4 Samarinda Pada Pokok Bahasan Hidrolisis Garam. Jurnal Zarah, 8(1), 38–43.
Fariyani, Q., Rusilowati, A., & Sugianto, S. (2017). Four-Tier Diagnostic Test to Identify Misconceptions in Geometrical Optics. Unnes Science Education Journal, 6(3), 1724–1729.
Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989–1008. https://doi.org/10.12973/eurasia.2015.1369a
Irawati, R. K. (2019). Pengaruh Pemahaman Konsep Asam Basa terhadap Konsep Hidrolisis. Journal of Natural Science Teaching, 02(01), 1–6.
Maratusholihah, N. F., Rahayu, S., & Fajaroh, F. (2017). Analisis Miskonsepsi Siswa Sma Pada Materi Hidrolisis Garam Dan Larutan Penyangga. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(7), 919–926. http://journal.um.ac.id/index.php/jptpp/
Mondal, C.B & Cakhraborty, A. 2013. Misconception in Chemistry. SaarBruchken: LAP LAMBERT Academic Publishing.
Nuswowati, M., & Purwanti, E. (2018). The effectiveness of module with critical thinking approach on hydrolysis and buffer materials in chemistry learning. Journal of Physics: Conference Series, 983(1). https://doi.org/10.1088/1742-6596/983/1/012171
Orwat, K., Bernard, P., & Migdał-Mikuli, A. (2017). Alternative conceptions of common salt hydrolysis among upper-secondaryschool students. Journal of Baltic Science Education, 16(1), 64–76. https://doi.org/10.33225/jbse/17.16.64
Sevian, H., & Talanquer, V. (2014). Rethinking chemistry: A learning progression on chemical thinking. Chemistry Education Research and Practice, 15(1), 10–23. https://doi.org/10.1039/c3rp00111c
Suparno P. Miskonsepsi & Perubahan Konsep Pendidikan Fisika. Jakarta: PT. Grasindo, 2013.
Suwarna, I. P. (2013). Analisis Miskonsepsi Siswa SMA Kelas X Pada Mata Pelajaran Fisika Melalui CRI (Certain Respon Index) Termodifikasi. Jurnal Laporan Penelitian. Jakarta: Universitas Islam Negeri Syarif Hidayatullah.
Taber, K. (2010). Challenging Misconceptions in the Chemistry Classroom: Resources to Support Teachers. Educació Química, 0(4), 13-20–20. https://doi.org/10.2436/eduq.v0i4.809
Whitten, K.H., Davis, R.E., Peck, M.L. & Stanley, G.G. 2013. Chemistry 10th. United States of America: Cengage Learning.
Yusrizal, & Halim, A. (2017). the Effect of the One-Tier , Two-Tier , and Three-Tier Diagnostic Test Toward the Students ’ Confidence and. Unnes Science Educational Journal, 6(2), 1583–1590.