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All Journal VALENSI Jurnal Pengajaran MIPA Journal of Education and Learning (EduLearn) Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Sains dan Teknologi Kimia Jurnal Riset dan Praktik Pendidikan Kimia EduChemia: Jurnal Kimia dan Pendidikan Jurnal Tadris Kimiya Jurnal Penelitian Pendidikan Kimia Lantanida Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal of Learning and Instruction THABIEA (JOURNAL OF NATURAL SCIENCE TEACHING) JKPK (Jurnal Kimia dan Pendidikan Kimia) Jurnal Riset Pendidikan Kimia (JRPK) Hydrogen: Jurnal Kependidikan Kimia Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) ICONESTH Jurnal Pengabdian Isola Jurnal Riset dan Praktik Pendidikan Kimia
Wiwi Siswaningsih
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Education Energy Engineering Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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THE DEVELOPMENT OF CLASS-BASED ASSESSMENT TO MEASURE STUDENT CRITICAL THINKING ON CHEMICAL LEARNING USING THE CONTEXTUAL TEACHING AND LEARNING MODEL Nahadi, Nahadi; Siswaningsih, Wiwi; Fadilla, Sarah
Indonesian Journal of Learning and Instruction Vol 1, No 1 (2018)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v1i1.1278

Abstract

The purpose of this study was to obtain class-based assessment instrument that can measure the critical thinking skills of students in learning chemistry using a model of contextual teaching and learning . The research method used is a research and development (R D) with the design of the study one group pretest-posttest. The study was conducted on 34 students of class X at one of the public high schools in Bandung with the object of research in the form of assessment tools consisting of critical thinking skills test consisting of 15 multiple choice questions grounded, 3 pieces of essays, and 6 pieces of matter worksheets, observation sheet, guidance interviews, and questionnaires . The results showed that the multiple choice questions have reasoned highest validity deduce indicators and consider the results of deduction,  low reliability, level of difficulty between easy to difficult , and significant distinguishing features. Essay has the highest validity indicators ask and answer questions with high reliability, moderate difficulty level, and significant distinguishing features. Student Worksheet has the highest validity indicators ask and answer questions with very high reliability, level of difficulty between easy to moderate, and significant distinguishing instrument developed to measure students' critical thinking skills about the views of validity, with the highest validity of multiple choice questions grounded is number 4 and 13, the highest validity essay is number 1a and 1b, and the highest validity LKS numbers 1, 2, and 3. Contextual teaching and learning can be supportive in improving students' critical thinking skills that can be seen from curiousity stages through observation sheet.Keywords: class-based assessment; critical thinking skills; contextual.
PEER ASSESSMENT AND SELF ASSESSMENT FOR EVALUATING STUDENTS’ PERFORMANCE IN REDOX REACTION LABORATORY Siswaningsih, Wiwi; Nahadi, Nahadi; Tresna, Finna Citra
Jurnal Pengajaran MIPA Vol 22, No 2 (2017): JPMIPA: Volume 22, Issue 2, 2017
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v22i2.8697

Abstract

Assesment is an inseparable part of an educational program. The aim of this research was to develop peer assessment and self-assessment for evaluating students’ performance in redox reaction laboratory. This study was conducted in one of high school in Bandung with 42 students as its sample. Peer assessment and self-assessment instrument were found to be valid dan reliable. Implementation stage further showed the potency of this instrument as students performance assessment in which peer and self-assessment was highly correlated with expert assesment results.
Implementation of Self-Assessment on The Formative Test in Chemistry Using Feedback Clue Siswaningsih, Wiwi; Susetyo, Budi; Pujiastuti, Zakiyah
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 3, No 2 (2020): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v3i2.8142

Abstract

This study aims to describe the compliance every stage of self-assessment implementation of upper secondary school students on the topic of salt hydrolysis formative test by using feedback instructions (clue), the ability of students to conduct self-assessment on the salt hydrolysis formative test by using feedback instructions, as well as the ability of self-assessment on the formative salt hydrolysis test to be used as feedback of upper secondary school students. This research was conducted by using a descriptive method that involved 27 eleventh graders who took the Science program. The research was conducted in six stages with different compliance in every stage. The compliance category of the students’ motivation and self-assessment training stage was good, the implementation stage of a formative test using feedback instructions (clue) was good, the implementation stage of self-assessment was very good, the stage of communicating the results for feedback (ideal criteria implemented) was very good, and the stage of utilizing the results was very good. In the implementation of self-assessment, most students could carry out self-assessment well. Besides, it has also known that students were satisfied with the feedback given by using the self-assessment rubric and they got benefits in the form of feedback clue from the self-assessment rubric. This result showed that self-assessment helped educators in providing feedback to the student.
PENGEMBANGAN TES DIAGNOSTIK TWO-TIER BERBASIS PIKTORIAL UNTUK MENGIDENTIFIKASI MISKONSEPSI SISWA PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT Siswaningsih, Wiwi; Firman, Harry; Rofifah, Rifa
Jurnal Pengajaran MIPA Vol 20, No 2 (2015): JPMIPA: Volume 20, Issue 2, 2015
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v20i2.36236

Abstract

ABSTRAKPenelitian ini bertujuan untuk mengembangkan tes diagnostik two-tier berbasis piktorial yang dapat mengidentifikasi miskonsepsi siswa pada materi larutan elektrolit dan nonelektrolit, atau disebut Tes Diagnostik Miskonsepsi Larutan Elektrolit dan Nonelektrolit (TDM-LENON). Penelitian ini menggunakan metode Development and Validation. Validasi butir soal meliputi validitas isi dan reliabilitas. Berdasarkan validitas isi, 19 butir soal dinyatakan valid dengan nilai CVR (Content Validity Ratio) untuk masing-masing butir soal sebesar 1. Berdasarkan uji reliabilitas, diperoleh 18 soal yang secara keseluruhan memiliki nilai Cronbach’s Alpha sebesar 0,706 yang menunjukkan bahwa tes yang dikembangkan masuk ke dalam kategori dapat diterima. Butir soal yang telah memenuhi kriteria validitas isi dan reliabilitas diaplikasikan kepada 34 siswa kelas X di salah satu SMA Negeri di Kota Bandung. Berdasarkan hasil aplikasi tersebut, teridentifikasi miskonsepsi yang yang dialami siswa pada materi larutan elektrolit dan nonelektrolit, dengan miskonsepsi bahwa semua elektrolit merupakan senyawa ion adalah miskonsepsi yang paling banyak terjadi (64,7%). ABSTRACTThe aim of of this research was to develop two-tier pictorial-based diagnostics test to identify students’ misconception about the concept of electrolyte and non-electrolyte, or Diagnostics Test for Misconception about Electrolyte and Non-Electrolyte Solution (TDM-LENON). Research method was Development and Validation. Questions were validated its content validity and reliability. Based on content validity, 19 questions were deemed valid with 1 Content Validity Ratio (CVR) value. In terms of its reliability, 18 questions were deemed reliable with Cronbach’s Alpha value 0,706. All validated questions were applied to 34 students in one of Senior High Schools in Bandung. Based on this application results, students’ misconceptions regarding electrolyte and non-electrolyte solution were discovered, with misconception that all electrolyte are ionic compound was found as common misconception in the students (64,7%).
PENGEMBANGAN DAN ANALISIS SOAL ULANGAN KENAIKAN KELAS KIMIA SMA KELAS X BERDASARKAN CLASSICAL TEST THEORY DAN ITEM RESPONSE THEORY Nahadi, Nahadi; Siswaningsih, Wiwi; Rofiati, Ana
Jurnal Pengajaran MIPA Vol 16, No 2 (2011): JPMIPA: Volume 16, Issue 2, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i2.36020

Abstract

This research is title “Test Development and Analysis of First Grade Senior High School Final Examination in chemistry Based on Classical Test Theory and Item Response Theory”. This research is conducted to develop a standard test instrument for final examination in senior high school at first grade using analysis based on classical test theory and item response theory. The test is a multiple choice test which consists of 75 items. Each item has five options. The research method is research and development method to get a product of test items which fulfill item criterion such as validity, reliability, item discrimination, item difficulty and distracting options quality based on classical test theory and validity, reliability, item discrimination, item difficulty and pseudo-guessing based on item response theory. The three parameter item response theory model is used in this research. Research and development method is conducted until preliminary field test to 102 first grade students in senior high school. Based on the research result, the test fulfills criterion as a good instrument based on classical test theory and item response theory. The final examination test items have vary of item quality so that some of them need a revision to make them better either for the stem and the options. From the total of 75 test items, 21 test items are declined and 54 test items are accepted.
PENGEMBANGAN PENILAIAN KETERAMPILAN PROSES SAINS BERBASIS KELAS PADA PEMBELAJARAN KIMIA Nahadi, Nahadi; Siswaningsih, Wiwi; Watiningsih, Entin
Jurnal Pengajaran MIPA Vol 17, No 1 (2012): JPMIPA: Volume 17, Issue 1, 2012
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v17i1.36059

Abstract

ABSTRAKPenelitian ini berjudul “Pengembangan Penilaian Keterampilan Proses Sains Berbasis Kelas pada Pembelajaran Kimia”. Tujuan penelitian ini adalah untuk memperoleh instrumen penilaian berbasis kelas yang dapat mengukur keterampilan proses yang dimiliki oleh peserta didik dalam pembelajaran kimia serta memperoleh tes tertulis yang memenuhi kriteria penilaian yang baik melalui uji reliabilitas, uji validitas, analisis taraf kesukaran, dan daya pembeda. Metode penelitian yang digunakan adalah penelitian dan pengembangan dengan desain penelitian adalah pre-experimental designs one-shot case study. Penelitian dilakukan di salah satu SMA Negeri di kota Bogor dengan sampel penelitian kelas XI IPA 2 sebanyak 36 peserta didik. Instrumen yang digunakan adalah berupa tes keterampilan proses (tertulis), Lembar Kerja Siswa (LKS), dan lembar observasi siswa serta pedoman wawancara dan angket. Hasil penelitian menunjukkan bahwa tes keterampilan proses yang dikembangkan telah memenuhi kriteria tes yang baik berdasarkan validitas, reliabilitas, tingkat kesukaran, dan daya pembeda. Namun, Proporsi tingkat kesukarannya tidak tersebar secara normal karena tidak adanya soal tes yang sukar. Soal-soal dalam Lembar Kerja Siswa (LKS) yang dikembangkan belum semuanya memiliki validitas yang baik. Berdasarkan respon peserta didik, penilaian yang dikembangkan memenuhi prinsip-prinsip penilaian berbasis kelas yaitu valid, mendidik, berkesinambungan, dan menyeluruh.ABSTRACTThis research’s title is "Pengembangan Penilaian Keterampilan Proses Sains Berbasis Kelas pada Pembelajaran Kimia". The purpose of this research is to acquire instrument of classroom-based assessment which can measure process skill’s students in study of chemistry, and procures the written test which complies assessment criterion by reliability test, validity test, difficulty index, and discriminating index. This research’s method is research and development with research design is preexperimental designs one-shot case study. This Research was done at one of a high school in Bogor with the research’s sample of class XI IPA 2 with 36 students. Instrument was used as process skill test (written), worksheet, observation sheet of student, and guidance of interview and questionnaire. The result of this research indicated that the process skill test’s developed has fulfilled good test criterion which based on validity, reliability, level of difficulty, and discriminating index. But, its proportion level of the difficulty index didn’t spread over normally because inexistence of tickler. Worksheet what developed altogether hasn’t good validity. Based on students response, the assessment’s developed has complied classroom-based assessment principles that is valid, educates, continual, and totally.
PENERAPAN PEER ASSESSMENT DAN SELF ASSESSMENT PADA TES FORMATIF HIDROKARBON UNTUK FEEDBACK SISWA SMA KELAS X Siswaningsih, Wiwi; Dwiyanti, Gebi; Gumilar, Cahya
Jurnal Pengajaran MIPA Vol 18, No 1 (2013): JPMIPA: Volume 18, Issue 1, 2013
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v18i1.36125

Abstract

ABSTRAKPenelitian dengan judul “Penerapan Peer Assessment dan Self Assessment Pada Tes Formatif Hidrokarbon Untuk Feedback Siswa SMA Kelas X” ini bertujuan memberikan feedback kepada siswa untuk meningkatkan pengetahuannya serta mendapatkan metode penilaian yang inovatif. Metode yang digunakan dalam penelitian ini adalah metode deskriptif. Penerapan peer assessment dan self assessment dilaksanakan melalui enam tahapan. Rincian keterlaksanaan setiap tahapan yaitu tahap pemotivasian siswa (75,44%), tahap pelatihan peer assessment dan self assessment (71,05%), tahap pelaksanaan tes formatif dan pemberian feedback (59,65%), tahap pelaksanaan peer assessment, self assessment dan pemberian feedback (90,35%), tahap keterlaksanaan pengkomunikasian hasil (100%), serta tahap pemanfaatan hasil (78,95%). Subjek penelitian penelitian ini adalah siswa SMA kelas X sebanyak 19 orang. Dalam pelaksanaan peer assessment, sebanyak 47,37% siswa berkategori sangat baik, 31,58% siswa berkategori baik, 15,79% siswa berkategori cukup, dan 5,26% siswa berkategori kurang. Dalam pelaksanaan self assessment, sebanyak 57,89% siswa berkategori sangat baik, 15,79%, berkategori baik, dan 26,32% siswa berkategori cukup. Sebanyak 63,16% siswa merasa puas dengan feedback yang diberikan dengan menggunakan rubrik peer assessment dan self assessment pada tes formatif hidrokarbon. Sebanyak 63,16% siswa merasa memperoleh manfaat berupa feedback dari rubrik peer assessment dan self assessment. Tahap pemotivasian dan pelatihan yang kurang maksimal menyebabkan pelaksanaan peer assessment dan self assessment kurang optimal.ABSTRACTThe purpose of this study entitled "Implementation of Peer and Self Assessment To Hydrocarbons Formative Tests as a Feedback of Grade X Students of Senior High School" was to give the students a feedback to improve their knowledge and to get an innovative assessment method as well. Method used on this study was descriptive. Implementation of peer and self assessment was done through six stages. They were motivating students (75.44%), training of peer and self assessment (71.05%), implementing of formative tests and giving feedback (59.65%), implementing of peer assessment, self assessment and giving feedback (90.35%), communicating results (100%), and utilizing the results (78.95%). The subjects of the study were 19 grade X students of senior high school. From the implementation of peer assessment, there were 47.37% of students categorized as excellent, 31.58% of students categorized as good, 15.79% of students categorized as adequate, and 5.26% of students categorized less. While from the implementation of self-assessment, there were 57.89% of students categorized as excellent, 15.79% of students categorized as good, and 26.32% of students categorized as adequate. A total of 63.16% of students were satisfied with the feedback given by using peer and self assessment rubric in hydrocarbons formative test. A total of 63.16% of students felt obtaining benefits as a feedback from peer and self assessment rubric. Motivating and training stages were not quite maximal, so the implementation of peer and self assessment were not quite optimal as well.
PENGEMBANGAN TES KETERAMPILAN PROSES SISWA SMA KELAS XI POKOK BAHASAN TITRASI ASAM BASA Agustin, Resa Repita; Siswaningsih, Wiwi; Dwiyanti, Gebi
Jurnal Pengajaran MIPA Vol 18, No 2 (2013): JPMIPA: Volume 18, Issue 2, 2013
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v18i2.36141

Abstract

ABSTRAKTujuan penelitian ini adalah untuk mengembangkan tes yang dapat mengukur keterampilan proses siswa yaitu mengamati, menafsirkan, menerapkan konsep, merencanakan percobaan dan mengkomunikasikan khususnya pada materi titrasi asam basa. Tes yang dikembangkan berbentuk hands-on task dan soal uraian masing-masing sebanyak dua butir soal dan delapan butir soal. Waktu pengerjaan tes ini yaitu selama 90 menit. Metode yang digunakan dalam penelitian ini adalah metode penelitian dan pengembangan untuk memperoleh suatu produk tes keterampilan proses yang memiliki kualitas yang baik, dilihat dari validitas dan reliabilitas tes serta taraf kesukaran dan daya pembeda soal. Berdasarkan penelitian yang telah dilakukan, penelitian pengembangan tes ini meliputi 2 tahap utama, yaitu (1) studi pendahuluan dan (2) pengembangan model. Tes yang dikembangkan memenuhi kriteria sebagai alat ukur yang baik dilihat dari validitas isi, validitas empiris yang tinggi dan reliabilitas tes yang tinggi pula. Semua butir soal memiliki tingkat kesukaran yang sedang serta daya pembeda yang cukup dan baik. Semua siswa dari kelompok tinggi memberikan respon positif terhadap tes keterampilan proses sedangkan sebagian besar siswa dari kelompok rendah tidak menyukai bentuk tes seperti ini.ABSTRACTThe purpose of this study was to develop a test that can measure students' process skills of observing, interpreting, applying concepts, planning experiments and communicate especially in acid-base titration lesson. Tests were developed form of hands-on tasks and descriptions about each of two items and eight items. Processing time this test is for 90 minutes. The method used in this research was a method of research and development to achieve a product of the skill test that has good quality, judging the validity and reliability of the test as well as the level of difficulty and discrimination power about. Based on the research that has been done, the test development research includes two main stages, namely (1) preliminary studies and (2) the development of the model. Tests were developed to meet the criteria as a measure of good views of the validity of the content, a high empirical validity and reliability tests are also high. All items have a moderate level of difficulty as well as the distinguishing power and good enough. All students of the high group responded positively to the process skills test while the majority of students from low group did not like the form of a test like this.
PENGEMBANGAN INSTRUMEN PENILAIAN BERBASIS KELAS PADA PEMBELAJARAN HIDROKARBON Mahadaniar, Atih Geana; Siswaningsih, Wiwi; Nahadi, Nahadi
Jurnal Pengajaran MIPA Vol 18, No 2 (2013): JPMIPA: Volume 18, Issue 2, 2013
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v18i2.36143

Abstract

ABSTRAKPenelitian ini dilakukan dengan tujuan untuk mengembangkan instrumen penilaian kelas pada pembelajaran hidrokarbon. Instrumen yang dikembangkan terdiri dari pengamatan kinerja 13 indikator kinerja, laporan diri sebanyak 32 poin pernyataan dan tes tertulis 15 tes pilihan ganda butir dasar. Metode yang digunakan dalam penelitian ini adalah metode penelitian dan pengembangan untuk memperoleh produk dalam bentuk instrumen penilaian kelas yang memiliki kualitas baik dilihat dari validitas dan reliabilitas instrumen serta analisis subjek tes untuk instrumen tes tertulis. Berdasarkan penelitian yang telah dilakukan, hasil akhir dari instrumen yang telah dikembangkan sebagai instrumen yang memenuhi kriteria baik mengenai validitas teoritis dan empiris dan keandalan yang tinggi pula. Untuk menguji instrumen selain validitas dan reliabilitas juga dilihat dari analisis subjek tes yang menunjukkan instrumen tes tertulis memenuhi syarat sebagai instrumen yang baik. Hasil penelitian ini diharapkan dapat berguna bagi para guru, dengan harapan instrumen yang dihasilkan dari penelitian ini dapat digunakan sebagai instrumen dalam pelaksanaan penilaian kelas pada pembelajaran hidrokarbon dan digunakan sebagai model untuk mengembangkan instrumen sejenis untuk kegiatan belajar yang berbeda.ABSTRACTThis research was conducted with the aim to develop classroom assessment instrument on learning hydrocarbons. Instruments developed in this study were the observation of the performance of 13 performance indicators, self-report as many as 32 points statement and a written test of 15 multiple-choice test of basic grains. The method used in this study was the method of research and development to obtain a product in the form of classroom assessment instruments that have good quality views of the validity and reliability of instruments and analysis of test subject for the written test instruments. Based on research that has been done, the end result of that instrument has been developed as an instrument that meets the criteria regarding both the theoretical and empirical validity and reliability of high anyway. To test instruments in addition to views of the validity and reliability were also seen from analysis of the test subject that shows the written test instrument qualifies as a good instrument. The results of this study is expected to be useful for teachers, with the hope of the instrument resulting from this study can be used as an instrument in the implementation of classroom assessment on the learning of hydrocarbons and used as a model to develop similar instruments for different learning activities.
PENGEMBANGAN TES DIAGNOSTIK TWO-TIER UNTUK MENGIDENTIFIKASI MISKONSEPSI PADA MATERI KIMIA SISWA SMA Siswaningsih, Wiwi; Anisa, Nur; Komalasari, Nur Eka; R, Indah
Jurnal Pengajaran MIPA Vol 19, No 1 (2014): JPMIPA: Volume 19, Issue 1, 2014
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v19i1.36164

Abstract

ABSTRAKPenelitian ini dikembangkan untuk menghasilkan instrumen diagnostik two tier yang dapat mendeteksi miskonsepsi siswa pada materi stoikiometri, hidrokarbon, dan laju reaksi. Metode deskriptif digunakan untuk mengembangkan instrumen pada materi stoikiometri dan laju reaksi sedangkan metode RD digunakan untuk mengembangkan instrumen pada materi hidrokarbon. Kualitas instrumen diagnostik two-tier diuji dengan validitas dan reliabilitas. Uji validitas instrumen menunjukkan bahwa jumlah butir soal yang dinilai valid, yaitu 15 butir soal pada materi stoikiometri, 18 dari 39 butir soal pada materi hidrokarbon, dan 21 dari 56 butir soal pada materi laju reaksi. Instrumen tersebut kemudian diujikan kepada siswa SMA kelas X dan XI. Hasil tes tersebut dianalisis dan diinterpretasikan, sehingga miskonsepsi dapat teridentifikasi. Temuan dari penelitian ini menunjukkan bahwa miskonsepsi siswa pada materi stoikiometri meliputi hukum-hukum dasar kimia dan konsep mol. Miskonsepsi siswa pada materi hidrokarbon meliputi kekhasan atom karbon, ikatan atom dalam rantai karbon, dan rantai tertutup. Sementara itu, miskonsepsi siswa pada materi laju reaksi meliputi pengertian laju reaksi dan faktor-faktor yang mempengaruhi laju reaksi.ABSTRACTThis study is conducted to produce two-tier diagnostic instruments which are able to detect misconceptions in stoichiometry, hydrocarbon and reaction rate topics. Descriptive method was used in developing two-tier instruments for stoichiometry and reaction rate topics, while for hydrocarbon topic the method that used was Research and Development (RD) method. The two-tier instruments are developed through essay test, interview to students and multiple choices problems. Validity test of these instruments shows that the numbers of questions that are judged as valid are 15 questions for stoichiometry topic, 18 questions for hydrocarbon topic and 21 questions for reaction rate topic. These instruments were tested to 10th and 11th grade of senior high school students. The results of the tests are analyzed and interpreted so the misconceptions can be identified. The findings of this research show that identified students’ misconceptions of stoichiometry through two-tier instrument are including basic law of chemistry and mol concept. The misconceptions of hydrocarbon topic are including characteristics of carbon, bonding in carbon chain and closed carbon chain structure. Meanwhile, the misconceptions of reaction rate topic are including definition of reaction rate, reaction rate order, collision theory and factors affecting reaction rate.
Co-Authors Abdurrahman, Fajar Abraham Mora Ali Kusrijadi Anggraeni, Rara Djati Anna Permanasari Aphelia, Lusiana Citra Ari S. Shidiq Ari Syahidul Shidiq Asep Kadarohman Asep Suryatna Atep R. Nurhadi Atih Geana Mahadaniar Ayuni, Amara Dwi Budi Susetyo Budi Susetyo Budiman Anwar Cahya Gumilar Cece Nurhidayat Chotimah, Rismayanti Chusnul Dea Santika Rahayu Dewi, Syifa Aulia Dini Dwi Apriani Encep Amir Entin Watiningsih Eva Nuramanah Evriliani, Agnes Suci Farida Sarimaya Fikri Aziz Shalahuddin Fitria Apriliani Ramdani Fizky Rizki Oktavi Florentina Maria Titin Supriyanti Gebi Dwiyanti Hanifah Kurnia M Harry Firman Harry Firman Hayat Sholihin Hayuni R. Widarti Hayuni Retno Widarti HERNANI - Hokcu Suhanda Komalasari, Nur Eka Laras Salmawati Lee, Won Koo Liliasari , Lutvia, Dhea Mora, Abraham Mr Ana Rofiati Mr Sjaeful Anwar Mubarokah, Febriati Dian Muhammad Fathurrahman Muhammad Nurul Hana Nahadi Nahadi Nahadi Nais, Miarti Khikmatun Nur Anisa Nurhadi, Atep Rian Oktaviani, Tanti Pujiastuti, Zakiyah Purnawarman, Pupung Qurrotu A. Zahran R, Indah Rahman, Muhammad Fiqri Razani, Ahmad Nafran Resa Repita Agustin Rifa Rofifah, Rifa Rifa, Hasna Athaya Rofiati, Ana Rose Purnamasari Rosi Oktiani Salsabila, Audria Sarah Fadilla Sari, Liana Ambar Setia Rahmawan Sidiq, Ari Syahidul Soja Siti Fatimah Sutrasman Sutrasman Tresna, Finna Citra Triannisa Rahmawati Triannisa Rahmawati, Triannisa Widiarti, Hayuni Retno Wiji Adji Zackiyah Zackiyah Zahira, Alfina Dzabillah Zahra, Aztiannisa Zahran, Qurrotu Aini Zakiyah Pujiastuti