DUAL SITUATED LEARNING MODEL AS REMEDIAL TEACHING TO ACID-BASE MISCONCEPTIONS
Abstract
The research aimed to determine whether or not there is an acid-base misconception using a three-tier multiple choice and the effectiveness of using DSLM in reducing these misconceptions. The research design is descriptive qualitative research with a case study approach. The sampling technique used purposive sampling so that the sample is a student of class XI MIPA 1 and XI MIPA 5. The data collection technique was through three-tier multiple-choice, learning with DSLM, and interviews. After the first TTMC test, the researcher conducted remedial teaching with DSLM to improve the acid-base misconception. The results of the research showed that as many as 29 of 61 students had misconceptions about different sub-concepts. Most of the students had misconceptions about such characteristics of acid-base solutions, acid-base theories, pH concepts, the strength of acids and bases, the electrolytes of acid and base solutions, and neutralization reactions. After the researcher did DSLM learning, there was a decrease in misconceptions from 48.14% to 27.02% (low-misconceptions category). It shows that DSLM can be enough effective strategy to reduce student misconceptions.
Abstrak
Penelitian ini bertujuan untuk mengetahui ada atau tidaknya miskonsepsi asam basa menggunakan three-tier multiple choice dan efektivitas penggunaan DSLM dalam mereduksi miskonsepsi tersebut. Desain penelitian merupakan penelitian kualitatif deskriptif dengan pendekatan studi kasus. Pengambilan sampel menggunakan teknik purposive sampling sehingga didapat siswa kelas XI MIPA 1 dan MIPA 5. Teknik pengumpulan data melalui hasil three-tier multiple choice, pembelajaran DSLM dan wawancara. Setelah uji TTMC pertama, dilakukan remedial teaching dengan DSLM untuk memperbaiki konsep asam basa yang menjadi miskonsepsi. Hasil penelitian menunjukkan sebanyak 29 dari 61 siswa mengalami miskonsepsi pada sub konsep yang berbeda-beda. Sub konsep tersebut ialah karakteristik larutan asam basa, teori asam basa, kekuatan asam dan basa, derajat keasaman (pH), keelektrolitan larutan asam dan basa, serta reaksi netralisasi. Setelah melakukan pembelajaran DSLM, terjadi penurunan miskonsepsi dari 48,14% menjadi 27,02% (kategori miskonsepsi rendah). Hal ini menunjukkan bahwa DSLM dapat menjadi strategi yang cukup efektif dalam mereduksi miskonsepsi siswa.
How To Cite: Yuliyanti, M., Saputro, S., Ashadi. (2022). Dual Situated Learning Model as Remedial Teaching to Acid-Base Misconceptions. EDUSAINS, 14 (2) : 174-187
Keywords
Full Text:
PDFReferences
Abdullah, Rini, & Ardiansyah. (2020). Analisis Miskonsepsi Asam Basa Calon Guru Kimia Dengan Metode Three-Tier Test. Jurnal Pendidikan Sains (Jps), 8(1), 10–17. https://doi.org/10.26714/jps.8.1.2020.10-17
Akpinar, E. (2007). the Effect of Dual Situated Learning Model on Students ’ Understanding of Photosynthesis and Respiration Concepts. Journal of Baltic Science Education, 6(3), 16–27.
Amry, U., Rahayu, S., & Yahmin. (2017). Analisis Miskonsepsi Asam Basa Pada Pembelajaran Konvensional Dan Dual Situated Learning Model ( Dslm ). Jurnal Pendidikan: Teori, Penelitian, Pengembangan, 2(3), 385–391. https://doi.org/10.17977/jptpp.v2i3.8636
Anitasari, B., Winarti, A., & Rusmansyah. (2019). Media Simulasi PhET (Physics Education Technology) untuk Mereduksi Miskonsepsi Siswa pada Konsep Asam Basa. Quantum: Jurnal Inovasi Pendidikan Sains, 10(1), 8–15. https://doi.org/10.20527/quantum.v10i1.5713
Arslan, H. O., Cigdemoglu, C., & Moseley, C. (2012). A Three-Tier Diagnostic Test to Assess Pre-Service Teachers’ Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain. International Journal of Science Education, 34(11), 1667–1686. https://doi.org/10.1080/09500693.2012.680618
Artdej, R., Ratanaroutai, T., Coll, R. K., & Thongpanchang, T. (2010). Thai Grade 11 Students’ Alternative Conceptions for Acid-Base Chemistry. Research in Science and Technological Education, 28(2), 167–183. https://doi.org/10.1080/02635141003748382
Cetin-Dindar, A., & Geban, O. (2011). Development of a three-tier test to assess high school students’ understanding of acids and bases. Procedia - Social and Behavioral Sciences, 15, 600–604. https://doi.org/10.1016/j.sbspro.2011.03.147
Cetingul, I., & Geban, O. (2011). Using Conceptual Change Texts With Analogies for Misconceptions in Acids and Bases. H. U. Journal of Education, 41, 112–123.
Demircioglu, G., dkk. 2005. Conceptual Change Achieved Through a New Teaching Program on Acid and Base. Journal of Chemistry Education Research and Practice, 6 (1):36—51.
Imaduddin, M. (2018). Analisis Miskonsepsi Submikroskopik Konsep Larutan Pada Calon Guru Kimia. Edu Sains: Jurnal Pendidikan Sains & Matematika, 6(2), 1–12. https://doi.org/10.23971/eds.v6i2.983
Keenan, C.W, Kleinfelter, D.C dan Wood J.H. (1980).Ilmu Kimia Untuk Universitas Jilid 1, Edisi Keenam, Terj. Aloysius Adyana Pudjaatmaka. Jakarta : Erlangga.
Maharani, T. Y., Effendy, & Yahmin. (2016). Kajian Dual Situated Learning Model (DSLM) untuk Mengatasi Miskonsepsi Kesetimbangan Kimia. Prosiding Seminar Nasional Pendidikan IPA Pascasarjana UM, 1, 706–714.
Maratusholihah, N. F., Rahayu, S., & Fajaroh, F. (2017). Hidrolisis Garam Dan Larutan Penyangga. Jurnal Pendidikan: Teori, Penelitian Dan Pengembangan, 2(7), 919–926.
Mubarak, S., Susilaningsih, E., & Cahyono, E. (2016). Pengembangan Tes Diagnostik Three Tier Multiple Choice Untuk Mengidentifikasi Miskonsepsi Peserta Didik Kelas XI. Journal of Innovative Science Education, 5(2), 101–110.
Mubarokah, F. D., Mulyani, S., & Indriyanti, N. Y. (2018). Identifying Students ’ Misconceptions of Acid -Base Concepts Using a Three-Tier Diagnostic Test : A Case of Indonesia and Thailand. Journal of Turkish Science Education, 15, 51–58. https://doi.org/10.12973/tused.10256a
Muchtar, Z. & Harizal. 2012. Analyzing of Students’ Misconceptions On Acid-Base Chemistry at Senior High Schools in Medan. Journal Education and Practice, Vol 3, No. 12.
Nakhleh, M. B. (1992). Why some students don’t learn chemistry: Chemical misconceptions. Journal of Chemical Education, 69(3), 191–196. https://doi.org/10.1021/ed069p191
Özmen, H. (2004). Some Student Misconceptions in Chemistry: A Literature Review of Chemical Bonding. Journal of Science Education and Technology, 13(2), 147–159. https://doi.org/10.1023/b:jost.0000031255.92943.6d
Peşman, H., & Eryilmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. Journal of Educational Research, 103(3), 208–222. https://doi.org/10.1080/00220670903383002
Pinarbasi, T. (2007). Turkish undergraduate students’ misconceptions on acids and bases. Journal of Baltic Science Education, 6(1), 23–34.
Rositasari, D., Saridewi, N., & Agung, S. (2014). Pengembangan Tes Diagnostik Two-Tier untuk Mendeteksi Miskonsepsi Siswa SMA pada Topik Asam-Basa. EDUSAINS, 6(2), 171–176.
Satriana, T., Yamtinah, S., Indriyanti, N. Y., & Wijaya, S. (2017). Pengembangan Instrumen Computerized Two Tier Multiple Choice ( Cttmc ) Untuk Mendeteksi Miskonsepsi Siswa Pada Materi. Prosiding Seminar Nasional Pendidikan Sains (SNPS), 21, 81–85.
She, H. C. (2002). Concepts of a Higher Hierarchical Level Require More Dual Situated Learning Events for Conceptual Change: A Study of Air Pressure and Buoyancy. International Journal of Science Education, 24(9), 981–996. https://doi.org/10.1080/09500690110098895
She, H. C. (2004). Facilitating changes in ninth grade students’ understanding of dissolution and diffusion through DSLM instruction. Research in Science Education, 34(4), 503–525. https://doi.org/10.1007/s11165-004-3888-1
Sugiyarto, & Pratomo, H. (2013). Miskonsepsi Atas Konsep Asam Basa, kesetimbangan Kimia dan Redoks dalam berbagai Buku-Ajar Kimia SMA /MA. Jurnal Pendidikan Matematika Dan Sains, 41–53.
Yunitasari, I., Widarti, H. R., & Nazriatin. (2019). Miskonsepsi Asam Basa Berbasis Multipel Representasi pada Lintas Jenjang Pendidikan. Jurnal Pendidikan: Teori, Penelitian Dan Penemabangan, 4(12), 1635–1642.
Yürük, N. (2007). The effect of supplementing instruction with conceptual change texts on students’ conceptions of electrochemical cells. Journal of Science Education and Technology, 16(6), 515–523. https://doi.org/10.1007/s10956-007-9076-0
DOI: https://doi.org/10.15408/es.v14i2.28483 Abstract - 0 PDF - 0
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Mela Yuliyanti, Sulistyo Saputro, Ashadi Ashadi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0).
EDUSAINS. P-ISSN:1979-7281;E-ISSN:2443-1281
Â
Â