ANALISIS PEMAHAMAN SISWA SMA DI KOTA PONTIANAK MENGENAI MATERI GENETIKA

Prayogi Waskito

Abstract


This research aimed to find out students’ conceptions and the student‘s factors that causing misconceptions on genetics material of XII grade science class at Pontianak City Senior High School of 2018/2019 Academic Year. The method used in this research was descriptive with survey form. The research sample was determined using a random sampling technique of 100 people. The research was conducted with the giving of twenty-four questions of diagnostic test in the form of essay which include four concepts that were genetics material, cell division, Mendel’s genetic law and mutation. The result showed that the students’ understanding was still low, with the percentage of 27.55%. Meanwhile, students who have misconceptions and not understanding were equal to 33.21% and 39.25% respectively. The result also showed that high frequencies misconceptions were Mendel’s genetic law and low frequencies misconceptions were mutation. The student‘s thinking factors causing misconceptions come from intuitive thinking (31%), incomplete reasons (27.5%), student ability (24.2%), cognitive development stage (8.8%), preconception (6,6%) and associative thinking (3.3%). Meanwhile, misconceptions come from humanistic thinking were not found

Full Text:

PDF

References


Adrianto, O. M. (2016). Analisis Konsepsi dan Miskonsepsi Siswa Kelas XII IPA SMA Don Bosco Sanggau pada Materi Evolusi. Pontianak: Skripsi FKIP Untan.

Alozie, N., Eklund, J., & Krajcik, J. (2010). Genetics In The 21st Century: The Benefits and Challenges of Incorporating a Project-Based Genetics Unit in Biology. The American Biology Teacher, 72( 4), 225-230.

Avwiri, H. E. (2016). An Investigative Study On Student’s Preconception And Level Of Assimilation Of Science Related Subjects. International Journal of Innovative Social & Science Education Research, 4(4), 1-7.

Candramila, W., Adrianto, O. M., & Ariyati, E. (2016). Pemahaman Konsep Evolusi di Perguruan Tinggi. Prosiding Seminar Nasional Pendidikan Biologi dan Praktek, 1(2), 878-886.

Carlin, J. L. (2011). Mutation are the Raw Materials of Evolution. Nature Education Knowledge, 3(10), 10.

Cisterna, D., Williams, M., & Merritt, J. (2013). Student Understanding of Cell & Heredity: Patterns of Understanding in the Context of a Curriculum Implementation in Fifth &Seven Grade. The American Biology Teachers, 75(3), 178-184.

Coley, J. D., & Tanner, K. (2015). Relations between Intuitive Biological Thinking and Biological Misconceptions in Biology Majors and Nonmajors. CBE-Life Science Education, 14, 1-9.

Dawson, S., & Scibeci, R. (2003). Western Australian School Students Understanding of Biotechnology. International Journal of Science Education, 25(1), 57-69.

De Kock, J. (2005). Science in early childhood. ASE papers, (16), 117-126.

Dikmenli, M. (2010). Misconceptions Cell Divison Held by Student Teachers in Biology: a Drawing Analysis. Scientific Research and Essay, 5(2), 235-247.

Etobro, B. A., & Banjoko, S. O. (2017). Misconceptions of Genetics Concepts among Pre-service Teachers. Global Journal of Educational Research, 16, 121-128.

Henriques, L. (2002). Children's ideas about weather. A review of the literature. School Science and Mathematic, 102, 202-215.

Hoefenagels, M. (2012). Biology Concepts and Investigations. Second Edition. New York: McGraw-Hill.

Iding, M. K. (1997). How Analogies Foster Learning from Science Texts. Instructional Science, 4(25), 233-253.

Kilic, D., & Saglam, N. (2014). Students’ understanding of genetics concepts: the effect of reasoning ability and learning approaches. Journal of Biological Education, 48(2), 63-70.

Lanie, A. D., Jayaratne, T. E., Sheldon, J. P., Kardia, S. L., Anderson, E. S., Feldbaum, M., & Petty, E. M. (2013). Exploring the Public Understanding of Basic Genetic Concepts. Journal Genetics Council, 13(4), 305-320.

Losos, J. B., Arnold, S. J., Bejerano, G., Brodie III, E. D., Hibbett, D., Hoekstra, H. E., . . . Turner, T. L. (2013). Evolutionary Biology for the 21st Century. PLOS Biology, 11(1), 1-8.

Maulidi, A. (2014). Deskripsi Konsepsi Siswa pada Materi Hereditas di Man. Pontianak: Skripsi FKIP Untan.

May, S. R., Cook, D. L., & May, M. K. (2013). Biological Dialogues: How to teach your students to learn fluency in Biology. The American Biology Teacher, 75(7), 486-493.

Mustami, M. K. (2016). Identifying the Misconception in Students’ Biology Department on Genetics Concept with CRI Method. The Social Sciences, 11(13), 3348-3351.

Mustika, A. A., Hala, Y., & Arsal, A. F. (2014). Identifikasi Miskonsepsi Mahasiswa Biologi Universitas Negeri Makassar pada Konsep Genetika dengan Metode CRI. Jurnal Sainsmat, 3(2), 122-129.

Nurlaila, L., Sriyati, S., & Riyandi. (2014). Analizing Student Biology Education Misconception and Scientific Argumentation Ability Using Diagnostic Question Clusters (Dqcs) of Molecular Genetic Concept. Journal of Physics, 812, 1-8.

Nusantari, E. (2014). Genetics Misconception on High School Textbook, the Impact and Importance on Presenting the Order of Concept through Reorganization of Genetics. Journal of Education and Practice, 5(36), 20-28.

Shaw, K. R., Horne, K. V., Zhang, H., & Boughm. (2008). Essay Contest Reveals Misconceptions of High School Students in Genetics Content. Genetics Education Research, 178, 1157-1168.

Suparno, P. (2013). Miskonsepsi dan Perubahan Konsep dalam Pendidikan Fisika. Yogyakarta: Gramedia Widiasarana.

Tastan, I., Dikmenli, M., & Cardak, O. (2008). Effectiveness of the conceptual change texts accompanied by concept maps about students’ understanding of the molecules carrying genetical information. Asia-Pacific Forum on Science Learning and Teaching, 9(1).

Tekkaya, C. (2002). Misconceptions as Barrier to Understanding Biology. Journal Education, 23, 259-266.

Woody, S., & Himelblau , E. (2013). Understanding and Teaching Genetics using Analogies. The American Biology Teacher, 75, 664-669.




DOI: http://dx.doi.org/10.26418/edunaturalia.v1i1.36499

Refbacks

  • There are currently no refbacks.


Visitor Statistics