ANALISIS KESALAHAN KONSEP DAN STRUKTUR PENGETAHUAN MAHASISWA SERTA PERBAIKANNYA MENGGUNAKAN WAWANCARA BERBASIS KONFLIK KOGNITIF PADA TOPIK IKATAN KIMIA

Yuski Sudana, Subandi Subandi, Aman Santoso

Abstract


Abstract: Analysis of Students’ Misconceptions and Knowledge Structure and Their Improve­ments Using Cognitive Conflict-Based Interview on Chemical Bond Topic. The aims of this mixed-method study are to investigate (1) the types of students’ misconceptions in chemical bonding topics, measured using a two-tier diagnostic test as well as a concept-map test, (2) the students’ knowledge structures, and (3) the effectiveness of cognitive-conflict based interviews to remedy students’ miscon­ceptions and to improve the level of students’ knowledge structures. This study involved the first-semester students majoring in chemistry. The results show that (1) there are 10 types of students’ mis­conceptions in chemical bonding topics, with the conformity level of misconception identification of 50.94% (moderate) between the concept-map test and the two-tier diagnostic test is (2) most of the stu­dents (66.67%) have a low level of knowledge structures, and (3) cognitive-conflict based interviews are found to be effective in dealing with students’  misconceptions and in improving  their knowledge structures.

Abstrak: Analisis Kesalahan Konsep dan Struktur Pengetahuan Mahasiswa Serta Perbaikannya Menggunakan Wawancara Berbasis Konflik Kognitif pada Topik Ikatan Kimia. Tujuan pene­litian ini adalah untuk mengetahui 1) jenis-jenis kesalahan konsep mahasiswa pada topik ikatan kimia, baik yang diidentifikasi menggunakan tes two tier, maupun yang menggunakan tes peta konsep (2) struktur pengetahuan mahasiswa, dan (3) keefektifan wawancara berbasis konflik kognitif dalam mem­perbaiki kesalahan konsep dan struktur pengetahuan mahasiswa. Penelitian ini merupakan penelitian campuran (mixed-methods) dengan subject penelitian adalah mahasiswa semester 1 jurusan kimia yang telah memperoleh materi ikatan kimia. Hasil penelitian menunjukkan bahwa (1) terdapat 10 jenis kesalahan konsep mahasiswa pada topik ikatan kimia, tingkat kesesuaian identifikasi kesalahan konsep menggunakan tes peta konsep dengan tes diagnostik two-tier rata-rata sebesar 50,94% (sedang), (2) se­bagian besar mahasiswa (66,67%) memiliki struktur pengetahuan yang rendah dan dan (3) wawancara berbasis konflik kognitif efektif dalam memperbaiki kesalahan konsep dan struktur pengetahuan maha­siswa.


Keywords


kesalahan konsep; struktur pengetahuan; wawancara berbasis konflik kognitif; ikatan kimia

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DOI: http://dx.doi.org/10.17977/um048v24i1p38-46

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