Concept Understanding Analysis of Coloid Materials After Application of Joyful Learning Problem Based Learning

Abstract

Learning without strengthening understanding of concepts can cause misconceptions and learning to be less meaningful. This study aims to analyze students' understanding of the concept of colloidal material. The research design uses quantitative descriptive methods. The research subjects were students of class XI MIPA Islamic High School Plus Bina Insani Susukan 2018/2019 academic year. Data collection using three tier multiple choice tests. The results of data analysis showed 43% of students understood the concept, 39% of students experienced misconceptions and 15% of students in the category of lack of understanding and 3% of students guessed the answers. The highest percentage of indicators shows interpreting the data and giving examples of colloidal material. This shows that most of the students were able to interpret the data and set examples well. Problem-based learning with a joyful learning approach is enough to help students in understanding students' concepts.

The Science Environment Technology Society (SETS) based e-module development with project based learning model in colloidal learning

“…Understanding the colloid concept can be applied to people's lives, so that there are not misconceptions when receiving colloid material delivered. The colloid material delivered is problembased so that the delivery of concepts is easy for students' understanding [4]. Colloid chemistry is contextual related to everyday life.…”

The Development of Scaffolding Aided Learning Tools Using 5E Learning Cycle Model

“…The lack of understanding of abstract and algorithmic concepts has led students to have poor learning achievement. According to (Rahmawati et al, 2019) and (Muflihah et al, 2020), conceptual understanding is important due to the ability to retain concepts and create meaningful learning experiences.…”

“…According to (Juniarsih, 2015), good learning is not only the transportation of knowledge from teachers to students but rather allowing students to construct their own knowledge. This learning can be realized through constructivism (Muflihah et al, 2020). Through constructivism, students become active and tend to be more prepared for learning (Pratiwi, p-ISSN: 2303-288X, e-ISSN: 2541 Jurnal Pendidikan Indonesia (JPI) | 424 2016).…”