TYASWATI WURYANINGSIH, . (2015) UPAYA MENGATASI MISKONSEPSI MATERI HIDROLISIS GARAM DAN LARUTAN PENYANGGA MELALUI PENGGUNAAN PENDEKATAN KONFLIK KOGNITIF DENGAN MODEL PEMBELAJARAN 7E SISWA SMAN 1 BOLO. Magister thesis, UNIVERSITAS NEGERI JAKARTA.
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Abstract
Penelitian ini bertujuan untuk mengatasi miskonsepsi pada materi hidrolisis garam dan larutan penyangga dengan pendekatan konflik kognitif melalui model pembelajaran learning cycle 7E siswa kelas XI IPA SMA Negeri 1 BOLO sebanyak 35 orang. Penelitian dilakukan melalui metode penelitian tindakan kelas model Kemmis dan Mc Taggart yang terdiri dari 4 Komponen, Yaitu : (1) Perencanaan (planning), (2) Tindakan (acting), (3) Pengamatan (observing), dan (4) Refleksi. Penelitian dilaksanakan dengan 3 siklus. Data diperoleh dari hasil wawancara, observasi kelas, refleksi siswa, pertanyaan terbuka dan instrumen test two-tier yang telah divalidasi. Analisis data dilakukan melalui analisis data kualitatif. Hasil analisis data diperoleh bahwa siswa mengalami miskonsepsi pada konsep hidrolisis garam dan larutan penyangga. Pada siklus 1, konflik kognitif diberikan pada tahap elicit, miskonsepsi teridentifikasi pada tahap explain kemudian perubahan konsep pada tahap elaborate. Miskonsepsi siswa pada siklus ini adalah larutan penyangga dapat mempertahankan pH, larutan penyangga terbentuk dari asam dengan basa. Pada siklus 2, konflik kognitif diberikan pada tahap elicit sedangkan miskonsepsi teridentifikasi pada tahap explain. Adapun miskonsepsi yang berhasil diidentifikasi adalah pH larutan penyangga dapat menggunakan rumus yang sama. Pada siklus 3, konflik kognitif dengan siswa melakukan demonstrasi dan percobaan diberikan pada tahap elicit. Miskonsepsi yang diperoleh adalah : (1) Garam terbentuk dari reaksi netralisasi, garam adalah NaCl, (2) Garam semuanya bersifat netral dan pHnya = 7, (3) Sifat garam ditentukan oleh asam basa penyusun, (4) pH garam dapat menggunakan rumus yang sama, (5) pH garam yang terhidrolisis sebagian tidak ditentukan oleh konsentrasi, (6) pH garam yang berasal dari asam lemah dan basa lemah dipengaruhi oleh konsentrasi. Perubahan konsep siswa terjadi pada tahap explain. Dengan demikian pendekatan konflik kognitif dengan model pembelajaran 7E dapat digunakan untuk mengatasi miskonsepsi pada pembelajaran kimia khususnya materi hidrolisis garam dan larutan penyangga. This study aimed to address students’ misconceptions on the teaching material of hydrolysis of salt and buffer solution through the use of cognitive conflict approach with 7E learning cycle model. Participants of this research consisted of 35 11th grade students of science program at public senior high school (XI IPA SMAN 1) Bolo. This study used a classroom action research approach with Kemmis and Mc Taggart’s model that consists of four components, namely (1) planning, (2) acting, (3) observing, and (4) reflecting. This research was conducted in three cycles. Data was collected from interviews, classroom observations, student reflections, open questions, and two-tier test instrument that had been validated. Data analysis was conducted using qualitative data analysis techniques. The results showed that students have misconceptions on the concept of hydrolysis of salt and buffer solution. In cycle 1, the cognitive conflict was given at the elicit stage, misconceptions were identified at the explain stage, and the conceptual change took place at the elaborate stage. Misconceptions during this cycle happened when students thought that the pH of buffer solution has the same chemical formulae and the buffer solution is composed of acid and base. In cycle 2, the cognitive conflict was given the elicit stage, whereas the misconceptions were identified in the explain stage. The misconceptions ere identified when students thought that the pH of buffer solution can be obtained through the same formula. In cycle 3, the cognitive conflict was presented through demonstrations and experiments during the stages of elicit and engage. The misconceptions that emerged consisted of (1) salt is formed as a result of neutralization reaction and the salt is NaCl; (2) all types of salt are neutral with pH equal to 7 (pH = 7); (3) the nature of salt is determined by the acid and base that compose it; (4) salts are soluble and their pHs have the same formula; (5) pH of salts derived from partial hydrolysis is not determined by the concentration; and (6) the pH of salts derived from a weak acid and weak base is affected by the concentration. The change in students' concept occurred in the explain stage. The results indicate that cognitive conflict approach with 7E learning model can be used to overcome the misconceptions in Chemistry lessons, especially on the concept of hydrolysis of salts and buffer solutions.
| Item Type: | Thesis (Magister) |
|---|---|
| Additional Information: | 1). Drs. Sukro Muhab, M.Si. ; 2). Yuli Rahmawati M.Sc, Ph.D. |
| Subjects: | Sains > Kimia |
| Divisions: | FMIPA > S2 Pendidikan Kimia |
| Depositing User: | Users 14614 not found. |
| Date Deposited: | 30 May 2022 06:53 |
| Last Modified: | 30 May 2022 06:53 |
| URI: | http://repository.unj.ac.id/id/eprint/29409 |
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