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All Journal Bima Abdi: Jurnal Pengabdian Masyarakat Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Pendidikan MIPA
Rosalina Eka Permatasari
Universitas Negeri Surabaya
Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Other

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Investigating Students’ Conception of Acid-Base Indicators Using Three Scientific Questions-Enhanced Conceptual Change Model Rosalina Eka Permatasari; Suyono Suyono; Leny Yuanita
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Investigating Students’ Conception of Acid-Base Indicators Using Three Scientific Questions-Enhanced Conceptual Change Model. Objectives:The aims of this research is to obtain the results of the analysis process and changes in students' conceptions on acid base indicators concept from the implementation of the conceptual change model enriched with three scientific questions (CCM-EWTSQ). The stages of CCM-EWTSQ are verification of misconceptions, creation of cognitive conflict conditions, providing assistance for equilibration, and reconstruction of final understanding. Methods: The research is using mixed methods which immersed quantitative research into qualitative research. The research subjects were students of the Chemistry Education Study Program, which consisted of four test students on the concept of acid-base indicators.  The data obtained were analyzed descriptively qualitatively. Findings: The results of this study are as follows. Based on the results of two misconceptions verification, students found misconceptions about the concept of acid-base indicators (4 students).  Each individual (research target) has undergone a process of changing cognition or conception in each stage of the CCM-EWTSQ on concept that students learn. The roadmap of changes in conception from stage to stage of CCM-EWTSQ experienced by each individual cannot be equated. The implementation of CCM-EWTSQ has succeeded in reducing the misconception of prospective chemistry teacher students who have verified misconceptions. Conclusion: Not all individuals who were verified had misconceptions at first and then turned into concept-aware after proceeding with CCM-EWTSQ        Keywords: misconception, CCM-EWTSQ, CCMo, accommodation. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp341-350
Pelatihan Penelitian Tindakan Kelas sebagai Upaya Mengatasi Miskonsepsi Peserta Didik bagi Guru Kimia di Mojokerto Antina Delhita; Suyono Suyono; Dian Novita; Bertha Yonata; Rosalina Eka Permatasari
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 6 No. 2 (2026): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/ba-jpm.v6i2.3421

Abstract

Miskonsepsi kimia adalah kesalahan dalam memahami konsep-konsep dasar seperti struktur atom, ikatan kimia, dan reaksi kimia. Miskonsepsi dipengaruhi oleh strategi pengajaran yang kurang menekankan pada rekonstruksi konseptual peserta didik. Upaya yang dapat dilakukan untuk mengatasi miskonsepsi adalah melalui pembelajaran remedial Conceptual Change. Pembelajaran remedial mudah dilaksanakan melalui Penelitian Tindakan Kelas (PTK). Kegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan untuk mendampingi guru kimia di Kota dan Kabupaten Mojokerto dalam mengimplementasikan PTK sebagai upaya mengatasi miskonsepsi peserta didik. Pendekatan yang digunakan adalah pendampingan berkelanjutan melalui pelatihan, praktik penyusunan perangkat pembelajaran, serta implementasi PTK berbasis Conceptual Change. Kegiatan dilaksanakan sejak April hingga November 2025 dan melibatkan guru kimia anggota MGMP Kota dan Kabupaten Mojokerto. Tahapan kegiatan meliputi persiapan perangkat pelatihan, pendampingan penyusunan proposal PTK dan Lembar Kegiatan Peserta Didik berbasis Conceptual Change, pendampingan pelaksanaan PTK hingga dua siklus, serta evaluasi dan refleksi hasil kegiatan. Data dikumpulkan melalui tes diagnostik konsepsi, angket, observasi, dan analisis laporan PTK peserta. Hasil kegiatan menunjukkan peningkatan pemahaman guru terhadap miskonsepsi peserta didik, pemahaman mendalam dan penguasaan teknik PTK, mulai dari karakteristik, siklus pelaksanaan, hingga kemampuan merancang proposal PTK yang secara spesifik berfokus pada upaya reduksi miskonsepsi, dan respon positif dari guru sebagai peserta pelatihan. Berdasarkan hasil tersebut, dapat disimpulkan bahwa kegiatan PkM telah mencapai tujuan yang ditetapkan. Saran untuk pelaksanaan PkM tahun berikutnya adalah pelatihan penulisan artikel ilmiah sebagai hasil PTK untuk mereduksi miskonsepsi kimia peserta didik.
The Changes in Students' Conception on the Concept of Reaction Order in the Implementation of Conceptual Change Model Supported By Worksheets Rosalina Eka Permatasari; Wiwin Putriawati
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.21875

Abstract

Misconceptions about reaction order can persist among preservice chemistry teachers, yet evidence remains limited on how individual conceptions change across successive stages of a conceptual-change intervention. This study explored within-person trajectories during a conceptual change model (CCM) implemented through a conceptual change module (CCMo) and a separate ontology–epistemology–axiology (OEA) worksheet. This exploratory embedded multiple-case study used a qualitative-dominant mixed-methods approach. Six preservice chemistry teachers were purposively selected based on misconception-classified responses to a 16-item four-tier diagnostic test. Qualitative evidence from verification, cognitive-conflict, equilibration, worksheet, and final-reconstruction activities was integrated with descriptive diagnostic-test counts and participant questionnaires. At the first verification, one participant was classified as having a misconception, one as not knowing the concept, and four as knowing the concept; at the second verification, five were classified as having a misconception and one as not knowing the concept. During standard CCMo-supported equilibration, five participants achieved full performance, whereas only one achieved full performance on the OEA worksheet. Final reconstruction was rated sufficient for two participants and poor for four. On the final diagnostic test, five participants showed fewer misconception-classified responses than at baseline, while one participant increased from three to five. These heterogeneous patterns indicate that correct task performance during equilibration did not consistently persist into later reconstruction or diagnostic assessment. The findings provide process-level evidence for individualized remediation and support future controlled studies, but they do not establish the causal effectiveness of the CCM or the added value of the worksheet.
Co-Authors Antina Delhita Bertha Yonata Leny Yuanita Novita, Dian Putriawati, Wiwin Suyono Suyono