REDUKSI MISKONSEPSI DENGAN MODEL PEMBELAJARAN CONCEPTUAL CHANGE PADA KONSEP STOIKIOMETRI (REDUCE MISCONCEPTION WITH CONCEPTUAL CHANGE LEARNING MODEL ON STOICHIOMETRY)

Abstract

Penelitian ini bertujuan untuk mereduksi miskonsepsi siswa pada materi stoikiometri yang disebabkan oleh prakonsepsi siswa melalui model conceptual change. Pada penelitian ini terdapat dua konsep yang dipahami miskonsepsi berdasarkan prakonsepsi siswa yaitu konsep mol dan pereaksi pembatas. Rancangan penelitian ini menggunakan One Group Pretest-Posttest Design. Penetapan miskonsepsi siswa menggunakan Certainly of Response Index (CRI). Analisis Data menggunakan analisis deskriptif dan analisis inferensial Wilcoxon’s signed rank test. Hasil penelitian menunjukkan sebanyak 14 siswa di antara 15 siswa yang mengikuti pembelajaran remediasi dengan model conceptual change pada konsep mol mengalami penurunan beban miskonsepsi. Demikian pula pada pereaksi pembatas, penurunan beban miskonsepsi siswa terjadi pada 6 siswa di antara 8 siswa yang mengikuti pembelajaran remediasi dengan model conceptual change. Adapun hasil penelitian ditinjau dari beban miskonsepsi secara klasikal menggunakan uji Wilcoxon terdapat perbedaan miskonsepsi yang signifikan antara sebelum dan sesudah pembelajaran remidiasi dengan model conceptual change. Hal ini menunjukkan bahwa model conceptual change mampu mereduksi miskonsepsi siswa yang disebabkan oleh prakonsepsi siswa pada konsep mol dan pereaksi pembatas.

Kata Kunci: Reduksi, Miskonsepsi, Prakonsepsi, Stoikiometri, Conceptual Change.

The purpose of this research was to reduce student’s misconception by pre-conception on stoichiometry through conceptual change model. In this research have two concept which are viewed misconception that was cause student’s pre-conception, they are concept mol and limiting reaction. This study was conducted using One Group Pretest-Posttest Design. Determination of student’s misconception used Certainly of Response Index (CRI). Data analysis techniques used in this study were qualitative description, and inferential techniques used Wilcoxon’s signed rank test. Finding on this study show 14 students between 15 students who participated at remidial learning with conceptual change model in concept mol got to decreasing of misconception load. And so it is with remidial learning with conceptual change model in limiting reactans. This result show 6 students between 8 student got to decreasing of misconception load. On the other hand in classical misconception load with Wilcoxon’s signed rank test show significantly of difference misconception between before and after remedial learning with conceptual change model. Based on the research findings can be drawn that conceptual change model has successfully reduced student’s misconceptions by students pre-conception on concept mol and limiting reaction.

Keywords: Reduce, Misconception, Pre-conception, Stoichiometry, Conceptual change.