Electronic Theses and Dissertation

Nur Aisyah. (2024). Analisis Miskonsepsi Peserta Didik Menggunakan Instrumen Tes Diagnostik Four-tier Multiple Choice Berbasis Piktorial pada Materi Laju Reaksi. [Skripsi. Universitas Syiah Kuala]. Di bawah bimbingan Dr. Sri Winarni, S.Pd., M.Pd., dan Dr. Ibnu Khaldun, M.Si.

Miskonsepsi pada mata pelajaran kimia dapat muncul karena ada konsep yang tidak sesuai dengan konsep yang dipaparkan oleh para ahli kimia. Tujuan dari penelitian ini adalah untuk mengidentifikasi miskonsepsi yang dialami peserta didik pada materi laju reaksi menggunakan instumen tes FTMC berbasis piktorial. Jenis penelitian yang digunakan adalah penelitian deskriptif kualitatif. Subjek dalam penelitian ini adalah peserta didik kelas XII-1 SMA Negeri 5 Banda Aceh yang berjumlah 25 orang. Pengumpulan data diperloleh dengan instrumen tes FTMC berbasis piktorial yang terdiri dari 26 soal. Berdasarkan uji validitas untuk menentukan kelayakan instrumen tes menggunakan pendekatan CVI (Content Validity Index) diperoleh 24 soal valid dengan nilai 1,00 (kategori sangat tinggi), 1 soal valid dengan nilai 0,90 (kategori sangat tinggi) dan 1 soal valid dengan nilai 0,97 (kategori sangat tinggi), serta nilai IRA (Inter-rater Agreement) sebesar 90,77% (kategori sangat tinggi). Reliabilitas instrumen tes setelah uji coba yang ditentukan dengan persamaan Spearman-Brown diperoleh nilai r11 sebesar 0,78 termasuk kategori tinggi. Hasil penelitian menunjukkan peserta didik mengalami miskonsepsi pada setiap aspek laju reaksi. Temuan miskonsepsi pada aspek definisi laju reaksi sebanyak 11 miskonsepsi, aspek penentuan laju reaksi sebanyak 3 miskonsepsi, aspek teori tumbukan sebanyak 10 miskonsepsi, aspek energi aktivasi sebanyak 5 miskonsepsi, aspek pengaruh konsentrasi sebanyak 12 miskonsepsi, aspek pengaruh luas permukaan sebanyak 8 miskonsepsi, aspek pengaruh suhu sebanyak 9 miskonsepsi, aspek pengaruh penambahan katalis sebanyak 9 miskonsepsi, aspek penentuan hukum laju reaksi sebanyak 1 miskonsepsi, dan aspek penentuan orde reaksi sebanyak 6 miskonsepsi. Sehingga, miskonsepsi paling banyak ditemukan pada aspek faktor konsentrasi sebanyak 12 miskonsepsi dan paling sedikit pada aspek menentukan hukum laju reaksi yaitu sebanyak 1 miskonsepsi.

Kata Kunci: miskonsepsi, jenis miskonsepsi, laju reaksi, tes four-tier multiple choice, tes piktorial  

Nur Aisyah. (2024). Analysis of Student Misconceptions Using a Pictorial-Based Four-Tier Multiple Choice Diagnostic Test Instrument on Reaction Rate Material. [Skripsi. Syiah Kuala University]. Under direction of Dr. Sri Winarni, S.Pd., M.Pd., and Dr. Ibnu Khaldun, M.Si. Misconceptions in chemistry subjects can arise because there are concepts that do not match the concepts explained by chemists. The aim of this research is to identify misconceptions experienced by students regarding reaction rate material using the pictorial-based FTMC test instrument. The type of research used is qualitative descriptive research. The subjects in this research were 25 students in class XII-1 SMA Negeri 5 Banda Aceh. Data collection was obtained using a pictorial-based FTMC test instrument consisting of 26 questions. Based on the validity test to determine the suitability of the test instrument using the CVI (Content Validity Index) approach, 24 valid questions were obtained with a value of 1.00 (very high category), 1 valid question with a value of 0.90 (very high category) and 1 valid question with a value of 0.97 (very high category), and an IRA (Inter-rater Agreement) value of 90.77% (very high category). The reliability of the test instrument after testing was determined using the Spearman-Brown equation, obtaining an r11 value of 0.78, which is in the high category. The research results show that students experience misconceptions about every aspect of reaction rate. There were 11 misconceptions found in the aspect of determining reaction rate, in the aspect of determining reaction rate there were 3 misconceptions, in the aspect of collision theory there were 10 misconceptions, in the aspect of activation energy there were 5 misconceptions, in the aspect of the influence of concentration there were 12 misconceptions, in the aspect of the influence of surface area there were 8 misconceptions, in the aspect of the influence of temperature has 9 misconceptions, the aspect of the effect of adding a catalyst has 9 misconceptions, the aspect of determining the reaction rate law has 1 misconception, and the aspect of determining the reaction order has 6 misconceptions. Thus, the most misconceptions were found in the concentration factor aspect with 12 misconceptions and the least in the aspect of determining the reaction rate law, namely 1 misconception. Keywords: misconception, types of misconceptions, reaction rate, four-tier multiple choice test, pictorial test.