Assessing Students’ Chemical Understanding on Classification of Matters

JPEK Jurnal Pembelajaran Kimia Pub Date : 2021-06-26 DOI:10.17977/um026v6i12021p019

S. Risqi, I. Azizah, Ifah Silfianah

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References Adadan, Emine (2014) Investigating the influence of pre-service chemistry teachers’ understanding of the particle nature of matter on their conceptual understanding of solution chemistry, Chemistry Education Research and Practice , 219-238. Andersson, B. (1990). Pupils conceptions of matter and its transformation (age12- 16). Studies in Science Education , 18 , 53-85. Anshory, Irfan. 2000. Acuan Pelajaran Kimia Kelas 1 SMU. Jakarta : Erlangga. Adisendjaja, Yusuf Hilmi, Oom romlah (2007) Identifikasi kesalahan dan miskonsepsi buku teks biologi SMU, Seminar Nasional Pendidikan Biologi dan Biologi, 1-13. Avci, Filiz, Burci Acar Sesen, Fatma Gulay Kirbaslar (2014) Determination of seventh grade students’ understanding of certain chemistry concepts, ScienceDirect , 152 ( 602-606). Brady,E James. (1994). Kimia Universitas. Jakarta : Erlangga. Dahar, Ratna Wilis. (1989). Teori – teori Belajar . Jakarta. Erlangga. Alighiri, Dante. Apriliana Drastisianti, dan Endang Susila Ningsih. (2018). Pemahaman Konsep Siswa Materi Larutan Penyangga Dalam Pembelajaran MultipleRepresentasi. Jurnal Inovasi Pendidikan Kimia . Vol 12. No 2. Hal 2192-2200. Duit, R., Gropengiesser, H., Kattmann, U., Komorek, M., & Parchman, I. (2012). The model of educational reconstruction-a framework for improving teaching and learning science. In D. Jorde & J. Dillion (Eds.) Science education research and practice in Europe: Restrospective and prospective. , 13-47. Hanson, R., Sam, A., & Antwi, V. (2012). Misconceptions of understanding chemistry teachers about hybridisation. African Journal of Educational Studies in Mathematics and Science. , 10 , 12-14. Jannah, M., Ningsih, P., dan Ratman. (2016). Analisis Miskonsepsi Siswa Kelas XI SMA Negeri 1 Banawa Tengah Pada Pembelajaran Larutan Penyangga Dengan CRI (Certainty Of Response Index). Jurnal Akademika Kimia. Vol 5. No 2. Hal 85-90. Maghfiroh, L., Santosa, dan Suryadharma, I. B., (2016). Identifikasi Tingkat Pemahaman Konsep Stoikiometri Pada pereaksi Pembatas Dalam Jenis-Jenis Reaksi Kimia Siswa Kelas X MIA SMA Negeri 4 Malang. (J-PEK) Jurnal Pembelajaran Kimia. Vol 1. No 2, Hal 32-37. Nakhleh , Mary B (1992) Why some students don't learn chemistry: Chemical misconceptions, Journal of Chemical Education , vol. 69. Nurhafizah, Husna Amalya Melati, Rahmat Rasmawan (2017) Deskripsi pemahaman konsep materi dan perubahannya siswa kelas x smk smti pontianak, 1-11. Sam, arkoful, kai niebert, ruby hanson, ankrah kwarteng twumasi (2015) the model of educational reconstruction: scientists’ and students’ conceptual balances to improve teaching of coordination chemistry in higher education, International Journal of Academic Research and Reflection , Vol. 3 (7) , 67-77. Saputro, Agung Nugroho Catur dan Irwan Nugraha. 2007. Kimia : Seandainya Kehidupan tanpa Kimia? Jilid 1. Buku pelajaran kimia untuk siswa SMA/MA kelas X. 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Abstract

Chemistry subject is often considered difficult by some students, it is one of the features to lead misunderstanding of chemistry concept. Material is a basic concept that needs to figure out especially to make easier the concept of classifying material. The data analyzed using descriptive quantitative approaches with test items. The resets displayed that most of the study got difficulties differentiating elements, compounds, and molecules. They still gained complaints to categorized molecular elements and elements, molecular compounds and compounds, and atoms and ions. References Adadan, Emine (2014) Investigating the influence of pre-service chemistry teachers’ understanding of the particle nature of matter on their conceptual understanding of solution chemistry, Chemistry Education Research and Practice , 219-238. Andersson, B. (1990). Pupils conceptions of matter and its transformation (age12- 16). Studies in Science Education , 18 , 53-85. Anshory, Irfan. 2000. Acuan Pelajaran Kimia Kelas 1 SMU. Jakarta : Erlangga. Adisendjaja, Yusuf Hilmi, Oom romlah (2007) Identifikasi kesalahan dan miskonsepsi buku teks biologi SMU, Seminar Nasional Pendidikan Biologi dan Biologi, 1-13. Avci, Filiz, Burci Acar Sesen, Fatma Gulay Kirbaslar (2014) Determination of seventh grade students’ understanding of certain chemistry concepts, ScienceDirect , 152 ( 602-606). Brady,E James. (1994). Kimia Universitas. Jakarta : Erlangga. Dahar, Ratna Wilis. (1989). Teori – teori Belajar . Jakarta. Erlangga. Alighiri, Dante. Apriliana Drastisianti, dan Endang Susila Ningsih. (2018). Pemahaman Konsep Siswa Materi Larutan Penyangga Dalam Pembelajaran MultipleRepresentasi. Jurnal Inovasi Pendidikan Kimia . Vol 12. No 2. Hal 2192-2200. Duit, R., Gropengiesser, H., Kattmann, U., Komorek, M., & Parchman, I. (2012). The model of educational reconstruction-a framework for improving teaching and learning science. In D. Jorde & J. Dillion (Eds.) Science education research and practice in Europe: Restrospective and prospective. , 13-47. Hanson, R., Sam, A., & Antwi, V. (2012). Misconceptions of understanding chemistry teachers about hybridisation. African Journal of Educational Studies in Mathematics and Science. , 10 , 12-14. Jannah, M., Ningsih, P., dan Ratman. (2016). Analisis Miskonsepsi Siswa Kelas XI SMA Negeri 1 Banawa Tengah Pada Pembelajaran Larutan Penyangga Dengan CRI (Certainty Of Response Index). Jurnal Akademika Kimia. Vol 5. No 2. Hal 85-90. Maghfiroh, L., Santosa, dan Suryadharma, I. B., (2016). Identifikasi Tingkat Pemahaman Konsep Stoikiometri Pada pereaksi Pembatas Dalam Jenis-Jenis Reaksi Kimia Siswa Kelas X MIA SMA Negeri 4 Malang. (J-PEK) Jurnal Pembelajaran Kimia. Vol 1. No 2, Hal 32-37. Nakhleh , Mary B (1992) Why some students don't learn chemistry: Chemical misconceptions, Journal of Chemical Education , vol. 69. Nurhafizah, Husna Amalya Melati, Rahmat Rasmawan (2017) Deskripsi pemahaman konsep materi dan perubahannya siswa kelas x smk smti pontianak, 1-11. Sam, arkoful, kai niebert, ruby hanson, ankrah kwarteng twumasi (2015) the model of educational reconstruction: scientists’ and students’ conceptual balances to improve teaching of coordination chemistry in higher education, International Journal of Academic Research and Reflection , Vol. 3 (7) , 67-77. Saputro, Agung Nugroho Catur dan Irwan Nugraha. 2007. Kimia : Seandainya Kehidupan tanpa Kimia? Jilid 1. Buku pelajaran kimia untuk siswa SMA/MA kelas X. Jakarta : Direktorat Pendidikan Madrasah, Direktorat Jenderal Pendidikan Islam, Departemen Agama RI. Stavy, R. (2008). Learning Science in the Schools: Research Informing Practice. New Jersey: Lawrence Erlbaum: Hillsdale. Sudijono, Anas. (2013). Pengantar Evaluasi pendidikan . PT. Raja Grafindo Persada. Jakarta Sukmadinata, N.S (2011). Metode Penelitian Pendidikan. Bandung:Remaja Rosadakarya Syukri. (1999). Kimia Dasar Jilid 1 . Bandung: ITB. Taber, K. S. (2002). Chemical misconceptions-Preventions, diagnosis and cure. (Vol. 1). London: Royal Society of Chemistry. Yakubi, Malik, Zulfadli, Latifah Hanum, Menganalisis Tingkat Pemahaman Siswa pada Materi Ikatan Kimia Menggunakan Instrumen Penilaian Four-Tier Multiple Choice (Studi Kasus pada Siswa Kelas X SMA Negeri 4 Banda Aceh), Jurnal Ilmiah Mahasiswa Pendidikan Kimia (JIMPK) , Vol 2 . No.1 (19-26).

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评价学生对物质分类的化学理解

化学学科往往被一些学生认为是难点，是导致化学概念误解的特点之一。材料是一个需要弄清楚的基本概念，特别是为了使材料分类的概念更容易。使用描述性定量方法对测试项目进行数据分析。重置显示，大多数研究都很难区分元素、化合物和分子。他们仍然抱怨分类的分子元素和元素，分子化合物和化合物，原子和离子。参考文献Adadan，Emine（2014）调查职前化学教师对物质粒子性质的理解对其溶液化学概念理解的影响，化学教育研究与实践，219-238。Andersson，B.（1990）。学生对物质及其转化的概念（12-16岁）。科学教育研究，18，53-85。安舒里，伊尔凡。2000年，第1 SMU。雅加达：Erlangga。Adisendjaja，Yusuf Hilmi，Oom romlah（2007）《SMU生物技术的识别和错误》，国家生物与生物学研讨会，1-13。Avci，Filiz，Burci Acar Sesen，Fatma Gulay Kirbaslar（2014）《七年级学生对某些化学概念理解的测定》，ScienceDirect，152（602-606）。布雷迪，詹姆斯。（1994）。基米亚大学。雅加达：Erlangga。达哈尔，拉特娜·威利斯。（1989）。Teori–Teori Belajar。雅加达。Erlangga。Alighiri，Dante。Apriliana Drastisianti，and Endang Susila Ningsih。（2018）。多人代表大会主席。Kimia的Inovasi Pendidikan陪审团。第12卷。2号。哈尔2192-2200。Duit，R.、Gropengiesser，H.、Kattmann，U.、Komorek，M.和Parchman，I.（2012）。教育重建模式——改进科学教学的框架。D.Jorde和J.Dillion（编辑）欧洲科学教育研究与实践：回顾与前瞻，13-47.Hanson，R.、Sam，A.和Antwi，V.（2012）。理解化学教师关于混合的误解。《非洲数学与科学教育研究杂志》，10，12-14。Jannah，M.，Ningsih，P.，dan Ratman。（2016）。分析XI SMA国家1号机组的安全性（响应指数的确定性）。Jurnal Akademika Kimia。第5卷。2号。哈尔85-90。Maghfiroh，L.，Santosa，dan Suryadharma，I.B.，（2016）。确定负责人Stoikiometri的身份，他在4 Malang的马来西亚内政部部长Daram Jenis Reaksi Kimia Siswa Kelas X MIA。（J-PEK）Jurnal Pemberajaran Kimia。第1卷。2号，哈尔32-37。Nakhleh，Mary B（1992）《为什么有些学生不学化学：化学误解》，《化学教育杂志》，第69卷。Nurhafizah，Husna Amalya Melati，Rahmat Rasmawan（2017），材料和变更管理人员办公室，1-11。Sam，arkofl，kai niebert，ruby hanson，ankrah kwarteng twumasi（2015）《教育重建的模式：科学家和学生的概念平衡以改善高等教育中的配位化学教学》，《国际学术研究与反思杂志》，第3卷（7），67-77。萨普特罗、阿贡·努格罗霍·卡图尔和伊尔万·努格拉哈。2007年，基米亚：基米亚的命运如何？吉利德1。雅加达：宗教教育部长、伊斯兰教育部长、宗教研究部部长。Stavy，R.（2008）。在学校学习科学：研究告知实践。新泽西州：劳伦斯·埃尔鲍姆：希尔斯代尔。苏迪约诺，阿纳斯。（2013）。教育评估。Raja Grafindo Persada。雅加达Sukmadinata，N.S（2011）。支付方式。万隆：Remaja Rosadakarya Syukri。（1999年）。Kimia Dasar Jilid 1。万隆：投标人须知。Taber，K.S.（2002）。化学误解预防、诊断和治疗。（第1卷）。伦敦：英国皇家化学学会。Yakubi、Malik、Zulfadli、Latifah Hanum、Menganalisis Tingkat Pemahman Siswa pada Materi Ikatan Kimia Menggunakan Instrum Pendidikan Four Tier Multiple Choice（Studi Kasus pada Siswa Kelas X SMA Negeri 4 Banda Aceh）、Jurnal Ilmiah Mahasiswa Pendikan Kimia（JIMPK），第2卷。1号（19-26）。

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