Identification of Students' Misconceptions Using a Four-Tier Multiple Choice Diagnostic Test on Colligative Properties of Solutions

Authors

Aisyah Nur Pratiwi , Erlina , Ira Lestari , Masriani , Rahmat Rasmawan

DOI:

10.29303/jppipa.v9i11.4018

Published:

2023-11-25

Issue:

Vol. 9 No. 11 (2023): November

Keywords:

Colligative Properties of Solutions, Diagnostic Tests, Four-Tier Multiple Choice, Misconceptions

Research Articles

Downloads

How to Cite

Pratiwi, A. N., Erlina, E., Lestari, I., Masriani, M., & Rasmawan, R. (2023). Identification of Students’ Misconceptions Using a Four-Tier Multiple Choice Diagnostic Test on Colligative Properties of Solutions. Jurnal Penelitian Pendidikan IPA, 9(11), 10033–10042. https://doi.org/10.29303/jppipa.v9i11.4018
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Metrics

PDF views
322
Nov 25 '23Nov 28 '23Dec 01 '23Dec 04 '23Dec 07 '23Dec 10 '23Dec 13 '23Dec 16 '23Dec 19 '23Dec 22 '236.0
|

Abstract

Misconception is an event of a wrong concept received by students after following a learning process, the concept received is not in accordance with existing scientific studies. This study aims to identify students' misconceptions on the colligative properties of the solution and the factors that cause misconceptions. This type of research is descriptive quantitative. The instrument used is a four-tier multiple choice diagnostic test. This study involved 34 students of class XII MIA at MA Khulafaur Rasyidin Sungai Raya. The results showed that the level of misconceptions of students had an average percentage of 34% with a moderate misconception category, where a total of 65% students experienced misconceptions in the sub-topic of vapor pressure depression, 26,30% students experienced misconceptions in the sub-topic of freezing point depression,  33,30% students experienced misconceptions in the sub-topic of boiling point elevation, and  26% students experienced misconceptions in the sub-topic of osmotic pressure. Based on the results of the interview, the factors causing misconceptions in this study consist of internal and external factors. Internal factors come from students, that are students provide concept ideas spontaneously based on their understanding without being investigated first, students provide incorrect reasoning, students are confused in connecting one concept with another, lack of interest and ability of students in learning chemistry. External factors come from the context and teaching methods, where one of the learners' discussion partners has misconceptions, the teacher is more dominant in providing chemical explanations in mathematical form, and limited experiments. Those misconceptions can be reduced by presenting the topic in an interesting way, using an experiment, or using multiple representations approach.

References

Aisyah, S., Noviyanti, E., & Triyanto. (2020). Bahan ajar sebagai bagian dalam problematika pembelajaran bahasa indonesia. Jurnal Salaka, 2(1), 62-65. https://doi.org/10.33751/jsalaka.v2i1.1838.

Antika, L.T. & Ibana, L. (2018). Perbandingan korelasi identifikasi miskonsepsi teori evolusi dengan hasil belajar mahasiswa pendidikan Fisika & Biologi. Jurnal Pendidikan Biologi, 3(2), 1-8. https://doi.org/10.31932/jpbio.v3i2.269

Apriani, R., Harun, A.I., Erlina., Sahputra, R., Ulfah, M. (2021). Pengembangan Modul Berbasis Multipel Representasi Dengan Bantuan Teknologi Augmented Reality Untuk Membantu Siswa Memahami Konsep Ikatan Kimia. Jurnal IPA dan Pembelajaran IPA, 5(4), 305-330. https://doi.org/10.24815/jipi.v5i4.23260.

Arifin, Z. (2017). Mengembangkan Instrumen Pengukur Critical Thinking Skills Siswa Pada Pembelajaran Matematika Abad 21. Jurnal The Original Research of Mathematics, 1(2), 92-100. http://dx.doi.org/10.31949/th.v1i2.383.

Auliyani, A., Hanum, L., & Khaldun, I. (2018). Analisis kesulitan pemahaman siswa pada materi sifat koligatif larutan dengan menggunakan three-tier multiple choice diagnostic test di kelas XII IPA 2 SMA negeri 5 Banda Aceh. Jurnal Ilmiah Mahasiswa Pendidikan Kimia, 2(1), 55-64.

Arikunto, S. (2005). Manajemen Penelitian. Jakarta: Rineka Cipta

Asghar, A., Huang, Y.S, Elliott,K., & Skelling, Y. (2019). Exploring secondary students’ alternative conceptions aboaut engineering design technology. Education Science, 9(1), 45. https://doi.org/10.3390/educsci9010045.

Cahyani, H., Achmad, S., David, E. T., Ida, K., Endi, Si., Iyon, S., & Agus, D. (2019). Identifikasi miskonsepsi fluida statis pada siswa SMA menggunakan Four-Tier Diagnostic Test. Prosiding Seminar Nasional Fisika, 114-124. Retrieved from http://proceedings.upi.edu/index.php/sinafi/article/download/576/495/

Coley, J.D., & Tanner, K.D. (2012). Common Origins Of Diverse Misconceptions: Cognitive Principle And The Development Of Biology Thinking. CBE-Life Science Education, 11(3), 209-215. https://doi.org/10.1187/cbe.12-06--0074

Elisa,. Mardiyah, A,. & Ariaji, R. (2017). Peningkatan pemahaman konsep fisika dan aktivitas mahasiswa melalui phet simulation. Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran, 1(1), 15-20. https://dx.doi.org/10.31604/ptk.vlil.15-20.

Gurel, D.K., Erylmaz, A., & McDermott, L.C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), 989-1008. https://doi.org/10.12973/eurasia.2015.1369a.

Hala, Y., Arianti, I.M., & Andi, F.M. (2018). Identifikasi miskonsepsi siswa kelas XII IPA pada konsep genetika dengan metode certainty of response index (CRI). Prosiding Seminar Nasional Pendidikan Biologi, 326-332. Retrieved from https://jurnalfkip.unram.ac.id/index.php/SemnasBIO/article/view/590

Handayani, N.D., Astuti, S., & Lesmono, A.D. (2018). Identifikasi Miskonsepsi Siswa Menggunakan Four-Tier Diagnostic Test Pada Materi Hukum Termodinamika Di SMA Wonosobo. Jurnal Pembelajaran Fisika, 7(2), 189-195. https://doi.org/10.19184/jpf.v7i2.7927.

Kaltakci, D., Ali, E., & Lillian, C.M. (2017). Development And Application Of A Four-Tier Test To Assess Pre-Service Physics Teachers’ Misconception About Geometrical Optics. Research Science and Technological Education, 3(4), 1-24. https://doi.org/10.1080/12635143.2017.1310094.

Kiray, S.A. & Simsek, S. (2020). Determation And Evaluation Of The Science Teacher Candidates’ Misconceptions About Density By Using Four-Tier Diagnostic Test. International Journal of Science and Mathematics Education, 19, 935-955. https://doi.org/10.1007/s10763-020-10087-5.

Lau, X.C., Wong, Y.L., Wong, J.E., Koh, D., Sedek, R., Jamil, A.T., & Poh, B.K. (2019). Development And Validation Of A Physical Activity Educational Module For Overweight And Obese Adolescent: CERGAS Programme. International Journal of Environmental Research and Public Health, 16(9), 1-16. https://doi.org/10.3390/ijerph16091606

Luoga, N. E., Ndunguru, P. A., & Mkoma, S. L. (2013). Research Article High School Students’ Misconceptions About Colligative Properties In Chemistry.Tanzania Journal of Natural and Applied Sciences, 4(1), 575–581. Retrieved from https://www.semanticscholar.org/paper/High-school-students%27-misconceptions-about-in-Luoga-Ndunguru/44d7a38015a3e0d54ebd3d92c6e53a29cc3b590d

Malikha, Z,. & Amir, M.F. (2018). Analisis miskonsepsi siswa kelas V-B Min Buduran Sidoarjo pada materi pecahan ditinjau dari kemampuan matematika. Mathematics Education Journal, 1(2), 75-81. https://doi.org/10.21067/pme.j.v1i2.2329.

Mukhlis. (2017). Pembelajaran model problem solving materi stoikiometri pada mata kuliah kimia dasar I untuk meningkatkan motivasi, keterampilan generik sains dan pemahaman konsep mahasiswa. Jurnal IPA dan Pembelajaran IPA, 1(2), 171-181. https://doi.org/10.24815/jipi.v1i2.9692

Negoro, R.A., & Karina, V. (2019). Development Of A Four-Tier Diagnostic Test For Misconcepcion Of Oscillation And Waves. Jurnal Penelitian Dan Pengembangan Pendidikan Fisika, 5(2), 69-76. http://dx.doi.org/10.21009/1.05201

Nurulwati. Ramadani, A. (2020). Perbandingan Hasil Diagnostik Miskonsepsi Menggunakan Three Tier Dan Four Tier Diagnostic Test Pada Materi Gerak Lurus. Jurnal Pendidikan Sains Indonesia, 7(2), 101-110. https://doi.org/10.24815/jpsi.v7i2.14436

Pandia, A., Sumarni, W., & Izzania, R.A. (2021). Pengembangan Alat Peraga Uji Daya Hantar Listrik Berbasis Stem Dan Pengaruhnya Terhadap Literasi Kimia Peserta Didik. Chemistry In Education, 10(1), 30-37. https://doi.org/10.15294/chemined.v10i1.41050

Pujayanto, Budiharti, R., Radiyono, Y., Nuraini, N.R.A, Putri, H.V., Saputro, D.E., & Adhitama, E. (2018). Pengembangan Tes Diagnostik Miskonsepsi Empat Tahap Tentang Kinematika. Cakrawala Pendidikan, 37(2), 237-249. https://doi.org/10.21831/cp.v37i2.16491.

Queloz, C.A., Klymkowsky, M.W., Stern, E. Hafen, E. & Kohler, K. (2017). Diagnostic Of Students’ Misconceptions Using The Biological Concepts Instrument (BCI): A Method For Conducting An Educational Needs Assessment. Plos one, 12(5), 1-8. https://doi.org/10.1371/journal.pone.0176906.

Rawh, P., Samsudin, A., & Nugraha, M.G. (2020). Pengembangan four-tier diagnostic test untuk mengidentifikasi profil konsepsi siswa pada materi alat-alat optic. Wapfi (Wahana Pendidikan Fisika), 5(1), 84-89.

Sheftyawan, W. B., Prihandono, T., & Lesmono, A.D. (2018). Identifikasi miskonsepsi siswa menggunakan four-tier diagnostic test pada materi optik geometri. Jurnal Pembelajaran Fisika, 7(2), 147-153. https://doi.org/10.19184/jpf.v7i2.7921.

Sholahuddin, S., Rusnayati, H., & Suyana, I. (2019). Profil miskonsepsi siswa berdasarkan hasil tes diagnostik four-tier test pada materi fluida statis. Jurnal Wahana Pendidikan Fisika, 4(2), 194-199. Retrieved from https://ejournal.upi.edu/index.php/EPF/article/vier/20201.

Sitanggang, S. (2019). E-modul kimia sifat koligatif larutan. Jakarta: Sumber Daya Pengajaran Kemendikbud. Retrieved from http://repositori.kemdikbud.go.id/id/eprint/20651

Sudarmo, U. (2013). Kimia untuk SMA/MA kelas XII kurikulum 2013. Jakarta: Erlangga.

Sumiasih, H., Sidauruk, S., Fatah, A. (2021). Kesulitan Siswa Memahami Konsep Sifat Koligatif Larutan Di Kelas XII IPA SMA Negeri Kota Palangka Raya Tahun Ajaran 2018/2019, Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, 2(2), 95-110. https://doi.org/10.37304/jpmipa.v2i2.5046.

Suparno, P. (2013). Miskonsepsi dan Perubahan Konsep dalam Pendidikan Fisika. Jakarta: PT. Grasindo.

Syahrianto., Tandiling, E., & Hamdani. (2014). Penerapan Metode Eksperimen Berbasis Pendekatan Saintifik Untuk Meremediasi Miskonsepsi Pada Materi Getaran Di SMP. Jurnal Pendidikan Dan Pembelajaran, 4(6), 1-11.

Syukri. (1999). Kimia Dasar Jilid 2. Bandung: UI Press

Tumanggor, A.M.R., Supahar, Ringo, E.S., & Harliandi, M.D. (2020). Detecting students’ misconception in simple harmonic motion concept using four-tier diagnostic test instruments. Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 9(1), 21-31. https://doi.org/10.24042/jipfalbiruni.v9i1.4571.

Ãœce, M., Ceyhan, I. (2019). Misconception in chemistry education and practices to eliminate them: literature analysis. Journal of Education and Training Studies, 7(3), 202-208. https://doi.org/10.11114/jets.v7i3.3990.

Ulfah, M., & Erlina. (2022). Analisis kemampuan technological pedagogical content knowledge mahasiswa calon guru kimia. Jurnal IPA dan Pembelajaran IPA, 6(3), 273-286. https://doi.org/10.24815/jipi.v6i3.26572.

Vellayati, S., Nurmaliah, C., Sulastri, Yisrizal & Saidi, N. (2020). Identifikasi Tingkat Pemahaman Konsep Siswa Menggunakan Tes Diagnostik Four-Tier Multiple Choice Pada Materi Hidrokarbon. Jurnal Pendidikan Sains Indonesia, 8(1), 128-140. https://doi.org/10.24815/jpsi.v8i1.15715.

Verkade, H., Mulhern, T. D, Lodge, J. M., Elliott, K., Cropper, S., Rubinstein, B., Horton, A., Elliott, C., Espiñosa, A., Dooley, L., Frankland, S., Mulder, R. & Livett, M. 2017. Misconceptions as a trigger for enhancing student learning in higher education: A handbook for educators, Melbourne: The University of Melbourne.

Woldeamanuel, M,. Atagana, H,. Engida, T. (2014). What Makes Chemistry Difficult?. African Journal Of Chemical Education, 4(2), 31-42. Retrieved from https://www.ajol.info/index.php/ajce/article/view/104070

Wulandari, S., Gusmalini, A., & Zulfarina. (2021). Analisis Miskonsepsi Mahasiswa Pada Konsep Genetika Menggunakan Instrument Four Tier Diagnostic Test. Jurnal Pendidikan Sains Indonesia, 9(4), 642-654. https://doi.org/10.24815/jpsi.v9i4.21153

Yeo, J.H., Yang, H.H., Cho, I.H. (2022). Using A Three-Tier Multiple-Choice Diagnostic Instrument Toward Alternative Conceptions Among Lower-Secondary School Students In Taiwan: Taking Ecosystems Unit As An Example. Journal of Baltic Science Education, 21(1), 69-83. https://doi.org/10.33225/jbse/22.21.69.

Author Biographies

Aisyah Nur Pratiwi, Universitas Tanjungpura

Erlina, Universitas Tanjungpura

Ira Lestari, Universitas Tanjungpura

License

Copyright (c) 2023 Aisyah Nur Pratiwi, Erlina, Ira Lestari, Masriani, Rahmat Rasmawan

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).