Misconceptions identification on biodiversity and protist using multiple choice open reason (mcor)
DOI:
https://doi.org/10.21009/biosferjpb.v12n2.170-181Keywords:
Biodiversity, Biology Teacher, MCOR, Misconception, ProtistAbstract
This research aims to identify misconceptions of Biodiversity and Protist material. This type of research is a quantitative descriptive study. The sampling technique is purposive sampling with the provisions that misconceptions have not been identified, and students have received Biodiversity and protists. The object of the research is the students of class XI SMA Islam Malang, SMAN 1 Trenggalek, MAN 2 Lamongan, and SMAN 1 Pare, each in one class with a total of 127 students. Retrieval of data using a diagnostic instrument in the form of multiple-choice open reason (MCOR) with a total of 15 questions about Biodiversity and 15 questions about Protist. The results showed the average of misconceptions of 22,08% experienced by students on Biodiversity and the mean of misconceptions of 13,25% experienced by students on Protist. The highest misconception occurred in the threat indicator of biodiversity damage that is equal to 35,91%. Whereas for Protist, the highest misconception occurred in the sub-indicator identification of the general characteristics of Protist like an animal that is 26,28%. The conclusion is the misconception on the material of Biodiversity and Protist, including misconception type 2 or Mi-2, that is, students answer incorrectly to the core questions and are accompanied by the right reasons. A suggestion from the research that has been done is that it is necessary to develop a level three diagnostic instrument used by experts to find out students' misconceptions so that the results are more detailed. Besides, it is necessary to identify the causes of misconceptions and identify misconceptions in student handbooks on Biodiversity and Protist.
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Lambi, E, A. (2009). A case studi on the use of a formative assesment probe to determine the presence of science misconception in elementary school students: implications for teaching and curriculum. Disertasi DoktorTidak diterbitkan, USA, Widener University. Retrieved from https://doi.org/10.1002/j.1556-6678.2009.tb00116.x.
Makki, M. H., Abd-El-Khalick, F., & BouJaoude, S. (2003). Lebanese secondary school students' environmental knowledge and attitudes. Environmental Education Research, 9(1), 21-33. Retrieved from https://doi.org/10.1080/13504620303468.
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Murni, D. (2013). Identifikasi miskonsepsi mahasiswa pada konsep substansi genetika menggunakan Certainty of Response Index (CRI). Prosiding Semirata FMIPA Universitas Lampung, 1(1) 205-211. Retrieved From https://jurnal.fmipa.unila.ac.id/semirata/article/viewFile/671/491.
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Permendikbud. (2018). Peraturan Menteri Pendidikan dan Kebudayaan No. 37 Tahun 2018 tentang Kompetensi Inti dan Kompetensi Dasar Pelajaran pada Kurikulum 2013. Retrieved From https://drive.google.com/file/d/1bAe7KDdNniLEZq_jBC9KO6vj-WR914La/view.
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Tan, K. C. D., Taber, K. S., Goh, N. K., & Chia, L. S. (2005). The ionisation energy diagnostic instrument: a two-tier multiple-choice instrument to determine high school students’ understanding of ionisation energy. Chemistry Education Research and Practice, 6(4), 180-197. Retrieved from http://www.rsc.org/images/Tanpaper_tcm18-41069.pdf .
Tayubi, Y. R. (2005). Identifikasi miskonsepsi pada konsep-konsep fisika menggunakan Certainty of Response Index (CRI). Mimbar Pendidikan, 3(24), 4-9. Retrieved from http://file.upi.edu/direktori/jurnal/jurnal_mimbar_pendidikan/mimbar_no_3_2005/identifikasi_miskonsepsi_pada_konsep-konsep_fisika_menggunakan_certainty_of_response_index_%28cri%29.pdf.
Tekkaya, C. (2002). Misconceptions as barrier to understanding biology. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23(23). Retrieved from https://dergipark.org.tr/en/download/article-file/87939.
Treagust, D. (1988). An approach for helping students and teachers diagnose misconceptions in specific science content area. In Proceedings of the Second International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, 2, 519-520.
Tytler, R. (2002). Teaching for conceptual change: constructivist/conceptual change teaching approaches. Australian Science Teachers’ Journal, 48(4), 30-35.
Zunitasari, D., Hidayati, S.,& Triatmanto. (2016). Identifikasi kesulitan belajar protista pada siswa kelas X Semester 1 SMA Negeri 1 Muntilan Tahun Ajaran 2015/2016. Jurnal Pendidikan Biologi, 5(6), 17-27. Retrieved from http://journal.student.uny.ac.id/ojs/index.php/pbio/article/viewFile/4591/4256
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Apriana, E. (2019). Pengintegrasian konsep biokonservasi dalam pembelajaran biologi sebagai upaya menumbuhkan literasi dan kesadaran lingkungan di kalangan siswa. Jurnal Serambi Ilmu, 13(1), 1-6. Retrieved from http://www.ojs.serambimekkah.ac.id/index.php/serambi-ilmu/article/view/1037.
Ariyanto. (2012). Penerapan teori ausubel pada pembelajaran pokok bahasan pertidaksamaan kuadrat di SMU. Semnas Pendidikan Matematika. Surakarta. Retrieved from https://publikasiilmiah.ums.ac.id/xmlui/bitstream/handle/11617/3253/2.
Bahar, M. (2003). Misconceptions in biology education and conceptual change strategies. Educational Sciences: Theory & Practice, 3(1), 55-64. Retrieved from https://pdfs.semanticscholar.org/eba6/ef705f1ed1dae21e58f47cbf32c87987ba35.pdf.
Bayuni, T. C., Sopandi, W., & Sujana, A. (2018, May). Identification misconception of primary school teacher education students in changes of matters using a five-tier diagnostic test. In Journal of Physics: Conference Series, 1013(1), 012086). IOP Publishing. Retrieved from https://doi.org/10.1088/1742-6596/1013/1/012086.
Chandrasegaran, A. L., David, F. T, & Mauro, M. (2007). The Development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation. Chemistry Education Research and Practice, 8(3), 293-307. Retrieved from https://doi.org/10.1039/B7RP90006F.
Caleon, I. S., & Subramaniam, R. (2010). Do students know what they know and what they don’t know? Using a four-tier diagnostic test to assess the nature of students’ alternative conceptions. Research in Science Education, 40(3), 313-337. Retrieved from https://doi.org/10.1007/s11165-009-9122-4.
Dewi, K. (2009). Keterpaduan Media Komik dan CD Multimedia dalam Meningkatkan Hasil Belajar Biologi pada Materi Pokok Protista Kelas X Madrasah Aliyah Negeri Lasem Tahun 2009-2010. Thesis unpublish, Semarang, IAIN Walisongo. Retrieved from http://eprints.walisongo.ac.id/id/eprint/3297.
Driver, R., Squires, A., Rushworth, P.,& Wood-Robinson, V. (1994). Making Sense Of Secondary Science: Research Into Children’s Ideas. London: Routledge. Retrieved from https://doi.org/10.4324/9781315747415
Duit, R. & Treagust, D, F. (2003). Students’ conceptions and constructivist teaching approaches. Improving Science Education, ed. B.J. Fraser & H.J. Walberg, 46–9. Chicago, IL: The National Society for the Study of Education. Retrieved from https://www.researchgate.net/profile/AMW_Bulte/publication/226277948_Structure.
Foissner, W. (2007). Protist diversity and distribution: some basic considerations. In Protist Diversity and Geographical Distribution (pp. 1-8). Springer, Dordrecht. Retrieved from https://doi.org/10.1007/s10531-007-9248-5.
Gurel, D. K., Eryılmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students' misconceptions in science. Eurasia Journal of Mathematics, Science & Technology Education, 11(5). Retrieved From:https://doi.org/10.12973/eurasia.2015.1369a.
Handoko, R & Sipahutar, H. (2016). Analisis miskonsepsi pada buku teks biologi SMA kelas x berbasis kurikulum tingkat satuan pendidikan 2006 dan kurikulum 2013 di kota Tebing Tinggi. Jurnal Pelita Pendidikan, 4 (1), 39-47. Retrieved from https://jurnal.unimed.ac.id/2012/index.php/pelita/article/download/3681/7310.
Ibrahim, M. (2012). Seri Pembelajaran Inovatif Konsep, Miskonsepsi, dan Cara Pembelajarannya. Surabaya: Unesa University Press.
Imaningtyas, C. D., Karyanto, P., Nurmiyati, N., & Asriani, L. (2016). Penerapan e-module berbasis problem based learning untuk meningkatkan literasi sains dan mengurangi miskonsepsi pada materi ekologi siswa kelas x mia 6 sman 1 karanganom tahun pelajaran 2014/2015. Bioedukasi: Jurnal Pendidikan Biologi, 9(1), 4-10. Retrieved from https://jurnal.uns.ac.id/bioedukasi/article/download/2004/1866.
Keleş, P. U., & Aydın, S. (2012). Determining effectiveness of conceptual change texts used on instruction of 5th grade classification of living things subjects. Erzincan Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 5(2). Retrieved from https://dergipark.org.tr/download/article-file/68424.
Kollmuss, A., & Agyeman, J. (2002). Mind the gap: why do people act environmentally and what are the barriers to pro-environmental behavior?. Environmental education research, 8(3), 239-260. Retrieved from http://dx.doi.org/10.1080/13504620220145401.
Lambi, E, A. (2009). A case studi on the use of a formative assesment probe to determine the presence of science misconception in elementary school students: implications for teaching and curriculum. Disertasi DoktorTidak diterbitkan, USA, Widener University. Retrieved from https://doi.org/10.1002/j.1556-6678.2009.tb00116.x.
Makki, M. H., Abd-El-Khalick, F., & BouJaoude, S. (2003). Lebanese secondary school students' environmental knowledge and attitudes. Environmental Education Research, 9(1), 21-33. Retrieved from https://doi.org/10.1080/13504620303468.
Mukaromah., Siti, H, B., & Ibnul, M. (2012). Hasil belajar siswa pada materi protista akibat penerapan model learning cycle. Unnes Journal of Biology Education, 1(II), 182-189. Retrieved from http://journal.unnes.ac.id/sju/index.php/ujbe/article/download/1160/1122.
Mulyadi. (2010). Diagnosis Kesulitan Belajar dan Bimbingan terhadap Kesulitan Belajar Khusus. Yogyakarta: Nuha Litera.
Murni, D. (2013). Identifikasi miskonsepsi mahasiswa pada konsep substansi genetika menggunakan Certainty of Response Index (CRI). Prosiding Semirata FMIPA Universitas Lampung, 1(1) 205-211. Retrieved From https://jurnal.fmipa.unila.ac.id/semirata/article/viewFile/671/491.
Nurulwati, N., Veloo, A., & Ali, R. M. (2014). Suatu tinjauan tentang jenis-jenis dan penyebab miskonsepsi fisika. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 2(1), 87-95. Retrieved From http://jurnal.unsyiah.ac.id/JPSI/article/view/7636.
Permendikbud. (2018). Peraturan Menteri Pendidikan dan Kebudayaan No. 37 Tahun 2018 tentang Kompetensi Inti dan Kompetensi Dasar Pelajaran pada Kurikulum 2013. Retrieved From https://drive.google.com/file/d/1bAe7KDdNniLEZq_jBC9KO6vj-WR914La/view.
Putri, R. K & Harahap, F. (2016). Analisis dan remediasi miskonsepsi siswa menggunakan multimedia interaktif berbantuan tutor sebaya pada topik fotosintesis sekolah menengah atas. Jurnal Pelita Pendidikan, 4 (2), 1-6. Retrieved From https://jurnal.unimed.ac.id/2012/index.php/pelita/article/download/4015/7281.
Pooley, J. A., & o’Connor, M. (2000). Environmental education and attitudes: Emotions and beliefs are what is needed. Environment and behavior, 32(5), 711-723. Retrieved From https://doi.org/10.1177%2F0013916500325007.
Raharjo, D., Ramli, M., & Rinanto, Y. (2018). Misconception protist in high school biology textbooks. In International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia 3, 85-90. Retrieved From http://science.conference.upi.edu/proceeding/index.php/ICMScE/article/download/154/143/.
Riki, A., Ningsih, K.,& Yeni, L, F. (2018). Deskripsi kesulitan belajar siswa pada materi protista kelas X SMA Negeri 1 Kembayan. Jurnal Pendidikan dan Pembelajaran, 7(7). Retrieved From http://jurnal.untan.ac.id/index.php/jpdpb/article/download/26280/75676577134.
Rustaman, N. (2005). Strategi Belajar Mengajar Biologi. Malang: UM Press.
Salirawati, D. (2011). Pengembangan instrumen pendeteksi miskonsepsi kesetimbangan kimia pada peserta didik SMA. Jurnal Penelitian dan Evaluasi Pendidikan, 15 (2), 232-249. Retrieved From https://journal.uny.ac.id/index.php/jpep/article/viewFile/1095/1147.
Sari, L. Y. (2013). Analisis proses pembelajaran biologi pada materi protista di kelas x sma negeri 1 batang anai kabupaten padang pariaman. Prosiding Semirata 2013 FMIPA Universitas Lampung, 1(1), 53-58. Retrieved from https://jurnal.fmipa.unila.ac.id/semirata/article/viewFile/586/406.
Septian, I., Ariyati, E.,& Marlina, R. (2018). Analisis konsepsi siswa pada materi keanekaragaman hayati di SMA. Jurnal Pendidikan dan Pembelajaran, 7(10). Retrieved from http://jurnal.untan.ac.id/index.php/jpdpb/article/viewFile/29346/75676578969.
Suparno, P. (2005). Miskonsepsi & Perubahan Konsep Pendidikan Fisika. Jakarta: Grasindo.
Suwarto. (2013). Pengembangan Tes Diagnostik dalam Pembelajaran. Yogyakarta: Pustaka Pelajar.
Tan, K. C. D., Taber, K. S., Goh, N. K., & Chia, L. S. (2005). The ionisation energy diagnostic instrument: a two-tier multiple-choice instrument to determine high school students’ understanding of ionisation energy. Chemistry Education Research and Practice, 6(4), 180-197. Retrieved from http://www.rsc.org/images/Tanpaper_tcm18-41069.pdf .
Tayubi, Y. R. (2005). Identifikasi miskonsepsi pada konsep-konsep fisika menggunakan Certainty of Response Index (CRI). Mimbar Pendidikan, 3(24), 4-9. Retrieved from http://file.upi.edu/direktori/jurnal/jurnal_mimbar_pendidikan/mimbar_no_3_2005/identifikasi_miskonsepsi_pada_konsep-konsep_fisika_menggunakan_certainty_of_response_index_%28cri%29.pdf.
Tekkaya, C. (2002). Misconceptions as barrier to understanding biology. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23(23). Retrieved from https://dergipark.org.tr/en/download/article-file/87939.
Treagust, D. (1988). An approach for helping students and teachers diagnose misconceptions in specific science content area. In Proceedings of the Second International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, 2, 519-520.
Tytler, R. (2002). Teaching for conceptual change: constructivist/conceptual change teaching approaches. Australian Science Teachers’ Journal, 48(4), 30-35.
Zunitasari, D., Hidayati, S.,& Triatmanto. (2016). Identifikasi kesulitan belajar protista pada siswa kelas X Semester 1 SMA Negeri 1 Muntilan Tahun Ajaran 2015/2016. Jurnal Pendidikan Biologi, 5(6), 17-27. Retrieved from http://journal.student.uny.ac.id/ojs/index.php/pbio/article/viewFile/4591/4256
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2019-11-18
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Intan, Herawati, & Abdul. (2019). Misconceptions identification on biodiversity and protist using multiple choice open reason (mcor). Biosfer: Jurnal Pendidikan Biologi, 12(2), 170–181. https://doi.org/10.21009/biosferjpb.v12n2.170-181
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