The Effectiveness of Cognitive Conflict-Based Chemistry Learning in Reducing Students' Misconceptions of Acid-Base Materials

Authors

Lis Setiyo Ningrum , Apriliana Drastisianti , Hanifah Setiowati , Resi Pratiwi

DOI:

10.29303/jppipa.v8i4.2092

Published:

2022-10-31

Issue:

Vol. 8 No. 4 (2022): October

Keywords:

Cognitive conflicts, Misconceptions, Acid-base

Research Articles

Downloads

How to Cite

Ningrum, L. S., Drastisianti, A. ., Setiowati, H. ., & Pratiwi, R. . (2022). The Effectiveness of Cognitive Conflict-Based Chemistry Learning in Reducing Students’ Misconceptions of Acid-Base Materials. Jurnal Penelitian Pendidikan IPA, 8(4), 2131–2135. https://doi.org/10.29303/jppipa.v8i4.2092

Downloads

Download data is not yet available.

Abstract

A misconception is a problem that is often encountered in the world of education caused by several things, including students' initial prejudices, incompetent teachers, unclear textbooks, different contexts of the student experience, and teaching methods that only contain lectures. This study is intended to answer the problem regarding the effectiveness of cognitive conflict-based chemistry learning in reducing students' misconceptions about acid-base material. This research is quasi-experimental research with One group Pre-test and Post-test Design. The population in this study was all class XI IPA. The sample in this study was class XI IPA I. The instrument used in this study was a student's concept understanding test. The data collection method used is a multiple-choice reasoned test method. Changes in misconceptions were analyzed descriptively and statistically. A descriptive analysis was conducted to see changes in students' concepts. Statistical analysis using the T-test. Based on the research, it was found that the indicators of questions that experienced misconceptions were: Arrhenius acid-base theory (32.05%), Arrhenius acid-base classification (56.40%), Bronsted Lowry theory (43.59%), writing down the acid-base reaction equation according to Bronsted Lowry and Lewis acid-base theory (59.00%), distinguish between Arrhenius, Bronsted Lowry and Lewis acid-base theories (49.00%), the nature of acidic and basic solutions (47.00), degree of acidity/pH (79.00%), determination of strong acid (79.00%), determination of strong base (46.00%), degree of ionization in acid and base determination (46.00%) and application of the concept of pH in pollution (66.00%). Understanding of students' initial conceptions, namely students who are classified as knowing the concept of 23.18%, misconceptions of 53.95%, and not knowing the concept of 22.87%, while the understanding of the final conception of students is students who are classified as knowing concepts of 76, 20%, a misconception of 15.49% and not knowing the concept of 8.31%. Based on these data, it can be concluded that the cognitive conflict learning method is effective in reducing students' misconceptions

References

Chang, R. (2004). Kimia Dasar Konsep-Konsep Inti Jilid I. Jakarta: Erlangga.

Dahar. (1996). Teori-Teori Belajar. Jakarta: Erlangga.

Effendy. (2002). Upaya untuk Mengatasi Kesalahan Konsep dalam Pengajaran Kimia dengan Menggunakan Strategi Konflik Kognitif. Jurnal Media Komunikasi Kimia, 2(2). https://doi.org/10.34312/jjec.v2i2.7196

Harizal. (2012). Analisis Miskonsepsi Peserta didik Pada Topik Kimia Asam Basa Pada Sekolah Menengah Atas di Medan. Skripsi (Medan: Universitas Negeri Medan, 2012), hlm. 63.

Hidayat, R. (2014). Panduan Belajar Kimia 2B. Jakarta: Yudhistira.

Hanifah, N. S. & Wida R. (2019). Analisis Miskonsepsi Siswa Ditinjau Dari Teori Kontruktivisme Pada Materi Segiempat. Jurnal Pendidikan Matematika, 13(2). Retrieved form https://ejournal.unsri.ac.id/index.php/jpm/article/view/6773

Irani, N. V., Zulyusri, Z., & Darussyamsu, R. (2020). Miskonsepsi Materi Biologi Sma Dan Hubungannya Dengan Pemahaman Siswa. Jurnal Biolokus, 3(2), 348. https://doi.org/10.30821/biolokus.v3i2.823

Juhji. (2017). Upaya Mengatasi Miskonsepsi Siswa Pada Materi Sistem Saraf Melalui Penggunaan Peta Konsep. Jurnal Formatif, 7(1). Retrieved from https://journal.lppmunindra.ac.id/index.php/Formatif/article/view/1200

Kang, H., Lawrence C., Scharmann, Sukjin ., & Taehee N. (2010). Cognitive Conflict and Situational Interest as Factors Influencing Conceptual Change, Journal of Enviromental & Science Education, 5(4). Retrieved from https://digitalcommons.unl.edu/teachlearnfacpub/379

Lee G., Jaesool K., Hyeok-Gu., Sang-Suk P., Hac-Kyoo P., & Jung-Whan K. (2002). Development of an Instrument for Measuring Cognitive Conflict Secondary-Level Science Classes, Journal Of Research In Science Teaching, 40 (40). https://doi.org/10.1002/tea.10099

Lestari, N. A, Wijayanti, N, Haryani, S, Kasmui, K. (2020). Analisis Miskonsepsi Siswa Materi Asam Basa Menggunakan Two-Tier Berbantuan CRI (Certanty of Response Index). Journal of Chemistry In Education, 9(2). Retrieved from http://lib.unnes.ac.id/42075/

Maison, M., Lestari, N., & Widaningtyas, A. (2020). Identifikasi Miskonsepsi Siswa Pada Materi Usaha Dan Energi. Jurnal Penelitian Pendidikan IPA, 6(1), 32–39. https://doi.org/10.29303/jppipa.v6i1.314.

Ma’rifah. (2012). Keefektifan Pereduksian Miskonsepsi melalui Strategi Konflik Kognitif pada Pemahaman Konseptual dan Algoritmik, Skripsi (Semarang: Universitas Negeri Semarang, 2012), hlm. 46.

Mulyasa. (2007). Kurikulum Tingkat Satuan Pendidikan Suatu Panduan Praktis. Bandung: Remaja Rosdakarya.

Patria, R. (20 13).Penerapan Model Children Learning In Science Untuk Meremidiasi Miskonsepsi Peserta didikTentang Tekanan Udara di SMP, Skripsi (Pontianak: Universitas Tanjung Pura, 2013), hlm. 4.

Shodiq, A. (2012). Evaluasi Pembelajaran Konsep Dasar, Teori, dan Aplikasi, Semarang: Pustaka Rizki Putra.

Sudarmin. (2007). Pengembangan Model Pembelajaran Kimia Organik dan Keterampilan Generik Sains (MPKOKG) bagi Calon Guru Kimia, Skripsi (Bandung: Universitas Pendidikan Indonesia, 2007), hlm. 112.

Sudjana. (2005). Metode Statistika. Bandung: Tarsito.

Sugiyanti, R. D. (2010). Strategi Pembelajaran Kimia, Yogyakarta: Graha Ilmu.

Sugiyono. (2009). Metode Penelitian Kualitatif Kuantitatif dan R & D. Bandung: Alfabeta.

Sugiyono. (2010). Statistika untuk Penelitian, Bandung: Alfabeta.

Suparno, P. (2005). Miskonsepsi dan Perubahan Konsep dalam Pendidikan Fisika. Jakarta: Grasindo.

Suwono, H., Prasetyo, T. I., Lestari, U., Lukiati, B., Fachrunnisa, R., Kusairi, S., Saefi, M., Fauzi, A., & Atho’Illah, M. F. (2021). Cell Biology Diagnostic Test (CBD-Test) portrays pre-service teacher misconceptions about biology cell. Journal of Biological Education, 55(1), 82–105. https://doi.org/10.1080/00219266.2019.1643765

Uno. (2009). Perencanaan Pembelajaran. Jakarta: Bumi Aksara.

Author Biographies

Lis Setiyo Ningrum, UIN Walisongo Semarang

Apriliana Drastisianti, UIN Walisongo Semarang

Hanifah Setiowati, UIN Walosongo Semarang

Resi Pratiwi, UIN Walisongo Semarang

License

Copyright (c) 2022 Lis Setiyo Ningrum Ningrum

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).