ANALISIS KONSEPSI, TROUBLESOME KNOWLEDGE, DAN THRESHOLD CONCEPT BERDASARKAN TES DIAGNOSTIK MODEL MENTAL PILIHAN GANDA EMPAT TINGKAT (TDMM-PGET) PADA KONSEP SEL VOLTA

Nifela Sakina, - and Wiji, - and Tuszie Widhiyanti, - (2025) ANALISIS KONSEPSI, TROUBLESOME KNOWLEDGE, DAN THRESHOLD CONCEPT BERDASARKAN TES DIAGNOSTIK MODEL MENTAL PILIHAN GANDA EMPAT TINGKAT (TDMM-PGET) PADA KONSEP SEL VOLTA. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Konsep sel volta bersifat kompleks dan sering menimbulkan miskonsepsi. Pemahaman keliru ini berkaitan dengan model mental mahasiswa, troublesome knowledge, dan threshold concept, yang memengaruhi cara mahasiswa mengonstruksi pengetahuan. Penelitian dilakukan untuk menganalisis konsepsi mahasiswa calon pendidik pada materi sel volta berdasarkan profil model mentalnya, sekaligus mengidentifikasi troublesome knowledge dan threshold concept yang muncul. Penelitian dilakukan menggunakan pendekatan kualitatif dengan desain fenomenologis. Subjek terdiri atas 45 mahasiswa Pendidikan Kimia tingkat pertama di salah satu universitas di Bandung yang telah mempelajari Kimia Dasar. Data dikumpulkan secara daring melalui Zoom meeting dan Google Form dalam satu kali pertemuan dengan instrumen TDMM-PGET (Tes Diagnostik Model Mental Pilihan Ganda Empat Tingkat) yang telah valid dan reliabel (r11 = 0,96). Analisis konsepsi dilakukan menggunakan kategori Gurel yang dipetakan ke model mental Wiji (CMM, PMM, IMM, MMM). Troublesome knowledge dianalisis berdasarkan karakteristik Perkins, sedangkan threshold concept ditentukan mengacu pada Meyer dan Land. Hasil penelitian menunjukkan bahwa miskonsepsi (MMM) dan pemahaman inkonsisten (IMM) mahasiswa pada konsep sel volta masih mendominasi. Miskonsepsi (MMM) yang berulang meliputi anggapan elektron “berenang” di larutan, pembalikan reaksi redoks, serta kebingungan mengenai aliran elektron dan ion. Ditemukan pula troublesome knowledge berupa conceptually difficult knowledge, alien knowledge, dan troublesome language. Selain itu, teridentifikasi tiga threshold concept: penentuan lokasi reaksi oksidasi–reduksi, arah aliran elektron di rangkaian luar, dan arah pergerakan ion pada jembatan garam. Temuan ini menegaskan pentingnya strategi pembelajaran berbasis multi-representasi untuk memperbaiki pemahaman mahasiswa tentang sel volta. The concept of the voltaic cell is complex and often leads to misconceptions. These misconceptions are closely related to students’ mental models, troublesome knowledge, and threshold concepts, which influence the way students construct knowledge. This study aimed to analyze pre-service chemistry teachers’ conceptions of voltaic cells based on their mental model profiles, as well as to identify the troublesome knowledge and threshold concepts that emerged. The study employed a qualitative approach with a phenomenological design. The subjects were 45 first-year chemistry education students at a university in Bandung who had taken General Chemistry. Data were collected online through a Zoom meeting and Google Form in a single session using Four-Tier Multiple Choice Diagnostic Test of Mental Models (TDMM-PGET), which had been validated and proven reliable (r11 = 0.96). Conceptions were analyzed using Gurel’s categories mapped onto Wiji’s mental models (CMM, PMM, IMM, MMM). Troublesome knowledge was analyzed based on Perkins’ characteristics, while threshold concepts were determined according to Meyer and Land. The results of the study indicate that misconceptions (MMM) and conceptual inconsistencies (IMM) still dominate students’ understanding of voltaic cells. Common misconceptions (MMM) included the idea that electrons “swim” in the solution, the incorrect assignment of redox reactions, and confusion over electron and ion flow. The identified troublesome knowledge consisted of conceptually difficult knowledge, alien knowledge, and troublesome language. In addition, three threshold concepts were identified: determining the location of oxidation and reduction reactions, the direction of electron flow in the external circuit, and the movement of ions in the salt bridge. These findings highlight the importance of multi-representational learning strategies to improve students’ understanding of voltaic cells.

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Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?user=Z6VmGbsAAAAJ&hl=en&oi=ao ID SINTA Dosen Pembimbing: Wiji: 6012036 Tuszie Widhiyanti: 6123602
Uncontrolled Keywords:	Konsepsi, Troublesome Knowledge, Threshold Concept, TDMM-PGET, Sel Volta Conceptions, Troublesome Knowledge, Threshold Concept, TDMM-PGET, Voltaic Cell
Subjects:	L Education > L Education (General) Q Science > QD Chemistry
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Kimia - S2
Depositing User:	Nifela Sakina
Date Deposited:	14 Sep 2025 02:24
Last Modified:	14 Sep 2025 02:24
URI:	http://repository.upi.edu/id/eprint/138899

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