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All Journal EduChemia: Jurnal Kimia dan Pendidikan LAVOISIER: Chemistry Education Journal LAVOISIER: Chemistry Education Journal
Sari, Sandi Danar Cynthia
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Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Social Sciences Other

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Misconception Analysis of Acid-Base Material in SMK Kimia PGRI Serang City Febriyanti, Beta; Sari, Sandi Danar Cynthia; Fajriyah, Laelatul; Sa’diah, Siti; Mulamawarni, Ken Hastu; Merlina, Pina
LAVOISIER: Chemistry Education Journal Vol 3, No 2 (2024)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v3i2.13139

Abstract

Chemistry is a branch of science that studies various natural phenomena, including the properties, changes in matter, structure, and the energy that accompanies them. The study of chemistry is interconnected with its concepts, making it continuous. The aim of this research is to analyze misconceptions about acid-base materials using a four-tier multiple-choice diagnostic test instrument. The research method used is descriptive qualitative, aiming to analyze student misconceptions. The subjects of this research were class XI students of SMK KIMIA PGRI SERANG CITY. To collect data, observation techniques, four-tier diagnostic tests, interviews, and documentation were used. The results of this research show that 40% of students have misconceptions about acid-base materials, 13% of students understand the concept, and 47% of students don't understand the concept. More students experience misconceptions compared to students who understand the concept. Based on the percentage results, the level of misconceptions for class XI students at SMK KIMIA PGRI Serang City is classified as medium. According to the results of interviews with students, student misconceptions are caused by two factors: internal factors (coming from students) and external factors (coming from learning media such as books and teachers). The factor that causes students' misconceptions is that schools emphasize practice rather than theory, where practice is 60% and theory is 40%. 
Identifying Students’ Understanding Levels and Sources of Misconceptions in Acid–Base Concepts Through a Five-Tier Diagnostic Test Sari, Sandi Danar Cynthia; Ardi, Triyanto; Parameswary, Clara Shabrina; Widiastuti, Nabila Lailil
EduChemia: Jurnal Kimia dan Pendidikan Vol 10, No 1 (2025)
Publisher : Department of Chemistr Education Faculty of Teacher Training and Education Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/educhemia.v10i1.35563

Abstract

Identifying misconceptions experienced by students is an important step in understanding learning difficulties and designing more effective learning strategies. This study aims to analyze the level of understanding, misconceptions, and learning sources that cause students' misconceptions on acid-base material through the use of the Five-Tier Diagnostic Test. The results of the study show that 32.06% of students are in the sound understanding category, 25.44% in the partial understanding category, 7.21% have misconceptions, and 4.41% are in the not understanding category. The majority of students have understood the basic concepts of acids and bases, but many have only achieved partial understanding, which indicates partial comprehension without proper reasoning. Additionally, the analysis of the fifth tier, which identified the sources of misconceptions, revealed that 75.98% of misconceptions originated from personal thoughts, 14.95% from the internet, 9.06% from books, while teachers and other sources did not contribute (0.00%). The highest misconceptions were found in the subconcepts of pH and pOH, influenced by personal thoughts and daily experiences that do not align with scientific concepts. These findings confirm the effectiveness of the Five-Tier Diagnostic Test in revealing the details of students' understanding as well as the sources of misconceptions. Therefore, teachers need to utilize this instrument to design more targeted conceptual change-based learning strategies to reduce misconceptions in acid-base material.
Misconception Analysis of Acid-Base Material in SMK Kimia PGRI Serang City Febriyanti, Beta; Sari, Sandi Danar Cynthia; Fajriyah, Laelatul; Sa’diah, Siti; Mulamawarni, Ken Hastu; Merlina, Pina
LAVOISIER: Chemistry Education Journal Vol 3, No 2 (2024)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v3i2.13139

Abstract

Chemistry is a branch of science that studies various natural phenomena, including the properties, changes in matter, structure, and the energy that accompanies them. The study of chemistry is interconnected with its concepts, making it continuous. The aim of this research is to analyze misconceptions about acid-base materials using a four-tier multiple-choice diagnostic test instrument. The research method used is descriptive qualitative, aiming to analyze student misconceptions. The subjects of this research were class XI students of SMK KIMIA PGRI SERANG CITY. To collect data, observation techniques, four-tier diagnostic tests, interviews, and documentation were used. The results of this research show that 40% of students have misconceptions about acid-base materials, 13% of students understand the concept, and 47% of students don't understand the concept. More students experience misconceptions compared to students who understand the concept. Based on the percentage results, the level of misconceptions for class XI students at SMK KIMIA PGRI Serang City is classified as medium. According to the results of interviews with students, student misconceptions are caused by two factors: internal factors (coming from students) and external factors (coming from learning media such as books and teachers). The factor that causes students' misconceptions is that schools emphasize practice rather than theory, where practice is 60% and theory is 40%. 
Co-Authors Ardi, Triyanto Fajriyah, Laelatul Febriyanti, Beta Merlina, Pina Mulamawarni, Ken Hastu Parameswary, Clara Shabrina Sa’diah, Siti Widiastuti, Nabila Lailil