Identifikasi Pemahaman Konsep Tingkat Representasi Makroskopik, Mikrokopik Dan Simbolik Siswa Pada Materi Asam-Basa

Abstract

Penelitian ini bertujuan untuk mengetahui tingkat pemahaman konsep asam basa pada tingkat representasi makroskopik, mikroskopik, dan simbolik pada materi asam-basa siswa kelas XI MIA salah satu SMA Negeri di Blitar tahun ajaran 2017/2018. Instrumen penelitian berupa soal tes pilihan ganda beralasan. Hasil penelitian: (1) tingkat pemahaman konsep asam basa pada aspek makroskopik tergolong tinggi, 73,18%, (2) tingkat pemahaman konsep pada aspek mikroskopik tergolong rendah, 50,74%, (3) tingkat pemahaman konsep pada aspek simbolik tergolong cukup, 61,21%, dan (4) hasil korelasi antara representasi makroskopik-mikroskopik tergolong sedang (0,573), hasil korelasi antara representasi makroskopik-simbolik tergolong sedang (0,421) dan hasil korelasi antara mikroskopiksimbolik tergolong kuat (0,675).

Students’ Representation Ability in Chemistry

“…Incorrect understanding of concepts will affect other interrelated concepts. Therefore, understanding the correct concept of chemistry is considered important, because it will make it easier for us to study chemistry that has various characteristics [2].…”

“…Chemical material mostly has abstract characteristics [3]. Kean and MidleCamp in cite [2] described that the characteristics of chemistry include: (1) chemistry is largely considered as abstract material; (2) the chemistry material being studied is a simplification of the truth; (3) the chemistry materials are sequential and develop rapidly; (4) the chemistry material do not just solve problems, and (5) studying chemistry requires a lot of burden. The chemistry material also involve complex calculations, language that is rarely used in everyday life, and differences in the ability of representations to explain phenomena in chemistry [4].…”

“…Sub-microscopic level is related to phenomena in chemistry that can neither be seen nor directly visualised, and if the components can be accepted as true and real, it depends on the atomic theory of matter [11]. This microscopic representation is a depiction of original microscopic particles such as electrons, molecules, and atoms which cannot be observed directly [2]. To explain the phenomena observed by students at the macroscopic level, chemists can use the submicroscopic level by developing students' understanding through an explanation of concepts from atomic and molecular models.…”

“…Symbolic level can be in the form of writing equilibrium reaction equations. To study chemistry that is abstract and related to the level of representation, some teacher roles are needed in learning [2]. The role of the teacher can be done by making teaching aids [15], also by implementing learning strategies that are appropriate to the characteristics of students [21].…”

Studi Komparasi Penerapan Tingkatan Pembelajaran Inkuiri (Levels of Inquiry) Terhadap Penguasaan Konsep Kimia Pada Siswa Dengan Pengetahuan Awal Berbeda

“…Selain memiliki konsep yang luas dan rumit, pembelajaran kimia juga memerlukan keterampilan matematika dalam penyelesaian soal-soal kimia (Effendy, 2017;Hasrida Danial & Salempa, 2018). menyatakan untuk menghindari kesalahan pemahaman konsep, sangatlah penting memahami konsep dasar kimia secara benar (Zuhroti et al, 2018). Terbentuknya pemahaman konsepkonsep kimia yang lebih kompleks secara benar dilandasi dari pemahaman konsep dasar yang benar pula (Kean & Ziddlecamp, 1985).…”