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Journal : Journal of Innovative Science Education

Identifikasi dan Analisis Miskonsepsi pada Materi Ikatan Kimia Menggunakan Instrumen Tes Diagnostik Three-Tier Setiawan, Doni; Cahyono, Edy; Kurniawan, Cepi
Journal of Innovative Science Education Vol 6 No 2 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v6i2.15580

Abstract

Tujuan penelitian ini adalah: (1) mengembangkan instrumen tes diagnostik three-tier yang digunakan untuk analisis dan mengidentifikasi miskonsepsi siswa di sekolah, (2) menerapkan hasil tes sebagai dasar identifikasi faktor miskonsepsi, dan (3) merumuskan model pembelajaran remedial untuk meremediasi miskonsepsi. Penelitian ini dirancang sebagai penelitian R&D dengan model 4D, yaitu define, design, develop dan disseminate. Dalam penelitian ini dilakukan sampai tahap develop. Hasil uji kelayakan instrumen menunjukkan bahwa validitas isi termasuk kategori layak dengan reliabilitas 0,58. Tingkat kesulitan tinggi untuk pertanyaan 4 dan 5 sementara yang lainnya tergolong sedang, dan nilai daya beda (D) > 0,20. Selanjutnya, ikatan kovalen menunjukkan persentase miskonsepsi yang paling tinggi (26,29%), sedangkan bentuk molekul menunjukkan persentase terkecil (8,74%). Dapat diidentifikasi bahwa faktor yang menyebabkan kesalahpahaman adalah metode pembelajaran yang tidak tepat dan konsepsi awal siswa. Hasil dari formula pembelajaran remedial untuk mengatasi miskonsepsi siswa adalah pembelajaran conceptual change. Hasil ini menunjukkan bahwa hasil analisis miskonsepsi dapat digunakan untuk mengembangkan program pembelajaran remedial yang dapat memperbaiki miskonsepsi siswa. The consecutive aims of the research were to develop the three-tier diagnostic test instrument used for analysis and identify the students` misconception, to apply the test results for underlying the misconception factors, and to formulate remedial learning models for remediating misconceptions. The research was designed as method of R&D with 4D model, define, design, develop and disseminate. In this research is done until develop stage. The results of instrument feasibility test shows that the validity of the contents is categorized as feasible with reliability of 0.58. The difficulty level of are high for question #4 and #5 while the other classified as moderate with items discrimination value (D) > 0.20. In advance, the kovalen bond shows the highest misconception percentage (26.29%), while the molecular shape shows the smallest percentage (8.74%). It can be identified that factors causing misconceptions are inappropriate learning methods and early conceptions of students. Then, the result of remedial learning formulae for overcoming students` misconception is conceptual change learning. These results suggest that the results of misconception analysis can be used to develop a remedial learning program that can remediate students` misconceptions.
Improving Conceptual Understanding of Eleventh Grade Students on Colloid Topic Using Multimedia - Assisted Probing - Prompting Oktaviyanti, Dita Try; Wardani, Sri; Kurniawan, Cepi
Journal of Innovative Science Education Vol 7 No 2 (2018)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v7i2.24062

Abstract

This study aims to determine the effect of interactive multimedia-assisted probing - prompting learning model on conceptual understanding of students. Population in this study was the students of class XI of State SHS 11 Semarang academic year 2017/2018. Sampling was done by purposive sampling technique and obtained three classes as the samples namely class XI-Science 1 and class XI-Science 4 as the experiment classes, and class XI-Science 3 as the control class. The study method used was mix methods with Sequential Transformative Strategy model. The study data were obtained by test and observation methods. The results showed that Interactive multimedia-assisted probing-prompting learning model had an effect on students’ conceptual understanding with percentage improvement in two experimental classes of 24.15% and 15.12%, respectivelly.
Design of Submicroscopic Book and Improving of Students Learning Outcomes for Remedial Program in Class XI for Buffer Solution Sabatinie, Indrie; Susilaningsih, Endang; Kurniawan, Cepi
Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v7i2.26043

Abstract

This study aims to develop the submicroscopic book and improving of students learning outcomes for remedial programs. A remedial program is one of the lessons used to improve student understanding and learning outcomes. The results of a survey conducted by researchers at 10 SMA/ MA in Cirebon that the implementation of remedial program rarely carried out remedial teaching activities due to time constraints. This research used R & D method with 4-D model which consists of 4 stages, that were define, design, develop, and dessimination. The results of a small scale test that there was an inproving in students learning outcomes after participating in the remedial program, from 17.14% to 58.62%. The results of a large scale test were carried out in two classes with an increase in student learning outcomes from 12.50% to 71.43% and 17.50% to 78.79%. Students gave the positive responses for remedial learning used submicroscopic book. The response of students in the small-scale test was 78.02% (good) and the results of a large-scale test were 80.50% (good) and 81.17% (very good). The teachers also gave a positive response for use of the submicroscopic book and that was 86.67% (very good). The use of this submicroscopic book can be the one of solutions for implementing remedial teaching.
Analysis of Salt Hydrolysis Misconception With False Statements After Application of Guided Inquiry Assisted by E-Laboratory Instruction Zahrotil Umami, Min; Rubi?ah, Rubi?ah; Wardani, Sri; Kurniawan, Cepi
Journal of Innovative Science Education Vol 8 No 3 (2019): December 2019 - Article In Press
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v8i3.35931

Abstract

Salt hydrolysis is a difficult chemical concept because it is microscopic and abstract. These properties can occur misconceptions. The misconception in this material is quite high and is spread across all concepts. Submission of this material with appropriate learning methods and models is expected to reduce student misconceptions. Therefore, it is necessary to conduct research aimed at studying the results of the analysis of salt hydrolysis misconceptions after the application of guided inquiry assisted by e-laboratory instructions. This research was conducted at Jekulo 1 High School in the 2018/2019 academic year with 104 research subjects. The method used in this research is quantitative description method. The results obtained showed that students' misconceptions of salt hydrolysis material after the application of guided inquiry assisted by e-laboratory instructions were still high. The results of misconception analysis on salt hydrolysis materials were 47.50%. Misconceptions regarding changes in color in a salt solution, ionic equilibrium in a salt solution, experimental experiments to predict the pH of a salt solution, the acidic acidic nature of a salt solution, and the pH of a suitable salt solution were 41.35%; 62.50%; 35.58%; 37.02%; and 61.06%.