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All Journal Jurnal Inovasi Pendidikan Kimia Unnes Science Education Journal
Lathifa, Ulya
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Chemical Engineering, Chemistry & Bioengineering Chemistry Education

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Journal : Unnes Science Education Journal

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CORRECTING STUDENTS’ MISCONCEPTION IN ACID AND BASE CONCEPT USING PDEODE INSTRUCTION STRATEGY Lathifa, Ulya
Unnes Science Education Journal Vol 7 No 2 (2018): July 2018
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v7i2.23202

Abstract

This study aimed (1) to calculate the percentage of students who understand concepts, having misconceptions, and don’t understand concepts, (2) to identify students’ misconceptions of acid and base concept, and (3) to test the effectiveness of PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) instruction strategy in correcting students’ misconceptions of acid and base concept. This research uses descriptive and pre-experimental one-group pretest-posttest design. The sample consisted of 37 students of 11th grade IPA 4 MAN 1 Kudus. The misconceptions are identified using modified CRI (Certainty of Response Index) techniques and explored through semistructured interviews to get deep informations. The effectiveness of PDEODE instruction strategy was determined from the analysis of paired samples t-test. The results of this study are: (1) the level of students’ misconception of acid and base concept changed significantly after was repaired by PDEODE instruction strategy and (2) there were 45 kinds of students’ misconceptions of the subconcepts: characteristics of acids and bases, acid and base theories, strength of acid and base, neutralization reaction, and pH of solution
INVESTIGATION OF PRESERVICE TEACHERS’ CONCEPTUAL UNDERSTANDING IN STOICHIOMETRY USING MODIFIED CERTAINTY OF RESPONSE INDEX (CRI) Chanifah, Siti; Mulyatun, Mulyatun; Lathifa, Ulya
Unnes Science Education Journal Vol 8 No 2 (2019): July 2019
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v8i2.23278

Abstract

Conceptual understanding is very important for the preservice teachers to master it. Stoichiometry is one of the basic concepts in chemistry which applied to almost concepts. This study aims to determine the percentage of students who understand the concept, not understand the concept, and having misconceptions in stoichiometry. Furthermore, this research purposes to identify the type of misconceptions. To investigate students’ conceptual understanding, we use a modified CRI technique (diagnostic test with multiple choice and open reason with the scale of confidence level) and interview. The results show that the average percentage of students who understood the concept is 53.96%, having misconception is 16.20% and did not understand the concept is 29.83%. There are 19 types of misconceptions. The causes of misconceptions include deficiency impediment, ontological impediment, and fragmentation impediment.
Co-Authors Ajiati, Dwipa Chanifah, Siti Mulyatun Mulyatun Septiana Wati, Farida Wirda Udaibah