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All Journal KARANGAN Journal UNESA Journal of Chemical Education
Mashfufatul Ilmah
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Chemistry Computer Science & IT Education Other

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Analisis Pemahaman Konsep Siswa Pada Materi Asam Basa Menggunakan Intrumen Tes Diagnostik Two-Tier Mashfufatul Ilmah
Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan Vol. 6 No. 2 (2024): September 2024
Publisher : FKIP, Universitas Billfath Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55273/karangan.v6i2.347

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pemahaman konsep siswa pada materi asam basa menggunakan tes diagnostik two-tier multiple choice. Penelitian ini melibatkan 135 siswa kelas XI dari 7 Madrasah Aliyah yang ada di Tangerang Selatan. Metode yang digunakan dalam penelitian ini adalah deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa rata-rata pemahaman siswa pada materi asam basa terdiri dari 16% paham konsep, 33% miskonsepsi, dan 51% tidak paham konsep. Siswa mengalami miskonsepsi pada konsep teori asam basa, indikator asam basa, tetapan ionisasi asam basa (Ka/Kb), kekuatan asam (pH), perhitungan pH, dan konsep pH dalam lingkungan.
CHEMISTRY TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING LEWIS STRUCTURE Mashfufatul Ilmah; Fatayah
UNESA Journal of Chemical Education Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n1.p18-25

Abstract

Lewis structures remain a challenge in chemistry teaching. Many studies have examined students' misconceptions about Lewis structures, but studies specifically analyzing how teachers' Pedagogical Content Knowledge (PCK) influences teaching practices on this topic are still limited. This study aims to analyze chemistry teachers' PCK on the topic of Lewis Structures by examining its three components, Content Knowledge (CK), Student of Knowledge (KS), and Pedagogical Knowledge (PK), and see the relationship between the three. This study uses a qualitative descriptive approach, involving 5 chemistry teachers in the Cilegon area. Data were collected through conceptual understanding test, semi-structured interviews, and an analysis of teachers’ lesson plan documents. Data validity was ensured through triangulation of sources and data collection techniques. Data were analyzed through data reduction, data display, and conclusion drawing. The results of the study showed that although 80% of teachers were able to distinguish Lewis symbols and Lewis structures, 40% of teachers had misconceptions about the octet rule, only 20% were able to calculate formal charges correctly, and all teachers had difficulty achieving resonance with atomic charge distribution. This limitation of Content Knowledge (CK) has an impact on the low ability of teachers to identify student misconceptions (KS) as well as on learning strategies that tend to be procedural and lecture-centered (PK). These findings indicate that the interaction between CK, KS, and PK determines the quality of teachers' PCK and emphasizes the importance of strengthening conceptual CK in the professional development of chemistry teachers.
Co-Authors Fatayah