Katmiati, Siti (2017) IDENTIFIKASI MISKONSEPSI, TROUBLESOME KNOWLEDGE, DAN THRESHOLD CONCEPT BERDASARKAN PROFIL MODEL MENTAL SISWA PADA MATERI REAKSI KIMIA MENGGUNAKAN TES DIAGNOSTIK METODE PREDIKSI-OBSERVASI- EKSPLANASI (TDM-POE) BESERTA SUMBERNYA. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk mengidentifikasi miskonsepsi, troublesome knowledge, dan threshold concept berdasarkan analisis profil model mental siswa yang diungkap menggunakan TDM-POE pada materi reaksi kimia beserta sumbernya. Metode penelitian yang digunakan adalah pendekatan kualitatif berdasarkan Fraenkel. Partisipan penelitian adalah siswa kelas X MIA 1 pada salah satu SMA Negeri di Bandung. Pada setiap konsep materi reaksi kimia sepuluh orang siswa yang dianalisis. Pengumpulan data dilakukan menggunakan instrumen penelitian berupa TDM-POE, lembar observasi, dan lembar analisis representasi kimia. Hasil penelitian menunjukkan bahwa profil model mental siswa pada konsep reaksi yang menghasilkan gas siswa mampu menjelaskan pada level simbolik dan level submikroskopik tetapi tidak konsisten. Pada konsep reaksi yang menghasilkan perubahan suhu siswa mampu menjelaskan pada level simbolik dan level submikroskopik tetapi tidak konsisten dan siswa mampu menjelaskan pada level simbolik secara konsisten tetapi level submikroskopik tidak konsisten. Pada konsep reaksi yang menghasilkan perubahan warna siswa mampu menjelaskan pada level simbolik dan level submikroskopik tetapi tidak konsisten dan siswa mampu menjelaskan pada level simbolik secara konsisten tetapi level submikroskopik tidak konsisten. Sedangkan pada konsep reaksi yang menghasilkan endapan siswa tidak mampu menjelaskan pada level simbolik dan level submikroskopik dan siswa mampu menjelaskan pada level simbolik dan level submikroskopik tetapi tidak konsisten. Miskonsepsi yang dialami siswa pada materi reaksi kimia yaitu 1) molekul dan senyawa terbentuk dari kation dan molekul; 2) ion poliatomik terurai menjadi partikel yang lebih kecil; 3) menuliskan ion O2- dengan O2- dan menuliskan ion H+ dengan H2+; 4) menuliskan rumus kimia kalsium klorida dengan CaCl; 5) menuliskan rumus kimia timbal(II) nitrat dengan Pb2(NO3)2; 6) fasa larutan aqueous dituliskan dengan liquid; 7) endapan timbal(II) iodida dituliskan dengan PbI2(aq); 8) endapan kalsium karbonat dituliskan dengan CaCO3(aq). Troublesome knowledge yang dialami siswa adalah kompleksitas partikel yang terlibat dalam reaksi, kompleksitas interaksi yang mungkin terjadi antar partikel, dan kompleksitas menerapkan Hukum Lavoisier dalam persamaan reaksi. Threshold concept yang tidak dipahami siswa yaitu simbol kimia/ rumus kimia, muatan ion, dan Hukum Lavoisier. Representasi kimia yang ditampilkan guru dan buku pegangan siswa menjadi sumber munculnya miskonsepsi dan troublesome knowledge. Kata kunci: TDM-POE, miskonsepsi, troublesome knowledge, threshold concept, reaksi kimia. The aims of this study was to identify misconceptions, troublesome knowledges, and threshold concepts based on profile student’s mental models analysis using mental model diagnostic test-prediction, observation, explanation (TDM-POE) on chemical reactions and its source. The method of this study was qualitative based on Fraenkel. The participants of the study were students of class X MIA 1 at one of senior high school in Bandung. Each concept of chemical reaction was analyzed to ten students. This study used TDM-POE, observation sheet, and analysis sheet of chemical representation as instruments to collect data. The results showed that on profile student’s mental models on the concept of reaction of gas formation, students able to explain symbolic and submicroscopic level but inconsistently. On the concept of reaction that produce the temperature changes, students able to explain at symbolic and submicroscopic level but inconsistently and students able to explain at symbolic level consistently but submicroscopic level in consistently. On the concept of reaction that color changes, students able to explain at symbolic and submicroscopic level but inconsistently and students able to explain at symbolic level consistently but submicroscopic level inconsistently. Students can't able to explain the concept of reaction of participitate formation at symbolic and submicroscopic level and students able to explain them but inconsistently. Student's misconceptions on chemical reaction were:1) molecules and ionic compound formed from cations and molecules; 2) polyatomic ions break down into smaller particles; 3) write ions O2- with O2- and write ions H+ with H2+; 4) write the chemical formula of calcium chloride, CaCl; 5) write the chemical formula of lead(II) nitrate with Pb2(NO3)2; 6) write phase aqueous solution with liquid; 7) write precipitate of lead(II) iodide with PbI2(aq); 8) write the chemical formula of precipitate calcium carbonate, CaCO3(aq). The troublesome knowledge experienced by students are complexity of the particles involved in the reaction, the complexity of possible interactions between particles, and the difficulty of implementing the Law of Lavoisier in the equation. Threshold concept that students didn't understand were chemical symbol/ chemical formula, ionic charge, and the Law of Lavoisier. Chemical representations are displayed by teacher and student handbook to be responsible as sources of misconceptions and troublesome knowledges. Keywords: TDM-POE, misconception, troublesome knowledge, threshold concept, chemical reaction.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | No. Panggil : T KIM KAT i-2017; Pembimbing : I. Wiji, II. Sri Mulyani |
| Uncontrolled Keywords: | TDM-POE, miskonsepsi, troublesome knowledge, threshold concept, reaksi kimia. |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QD Chemistry |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Kimia S-2 |
| Depositing User: | Mrs. Neni Sumarni |
| Date Deposited: | 15 Dec 2017 06:48 |
| Last Modified: | 15 Dec 2017 06:48 |
| URI: | http://repository.upi.edu/id/eprint/28280 |
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