DESKRIPSI KONSEPSI SISWA PADA MATERI HEREDITAS DI MAN
Abstract
Abstrak: Penelitian ini bertujuan untuk mendeskripsikan konsepsi siswa pada materi hereditas di kelas XII IPA MAN 1 Pontianak pada tahun ajaran 2013/2014. Metode penelitian yang digunakan adalah metode deskriptif dengan bentuk penelitian survei. Subjek dalam penelitian ini adalah siswa kelas XII IPA 1 dan XII IPA 2 MAN 1 Pontianak. Instrumen penelitian yang digunakan adalah tes diagnostik dan wawancara. Berdasarkan analisis data diperoleh konsepsi siswa yang tergolong paham rata-rata sebesar 46,19%. Rata-rata sebesar 15,69% konsepsi siswa tergolong miskonsepsi dan rata-rata sebesar 38,12% konsepsi siswa tergolong tidak paham. Konsepsi siswa yang tergolong miskonsepsi dengan persentase tertinggi terdapat pada subkonsep menentukan karyotipe pada sel sperma. Sedangkan miskonsepsi dengan persentase paling rendah terdapat pada subkonsep menentukan mutasi yang terjadi pada tingkat gen atau kromosom. Jenis-jenis miskonsepsi yang ditemukan yaitu kesalahan pada definisi, salah memahami soal bergambar, dan salah dalam membedakan antar konsep. Berdasarkan hasil wawancara, faktor penyebab miskonsepsi siswa lebih besar terjadi disebabkan oleh siswa itu sendiri.
Kata kunci: Deskripsi, konsepsi siswa, miskonsepsi, faktor penyebab miskonsepsi, materi hereditas.
Abstract: This research was aim to describe student’s conception at inheritage in XII IPA MAN 1 Pontianak at 2013/2014. Survey was used as the method of this reaserch which refers to descriptive research. Students from XII IPA 1 and XII IPA 2 were taken as the subject of this research. Diagnostic test and interview are used as research instrument. The result showed the average were classified as understanding student’s conceptions by 46,19%, which were classified as misconceptions by 15,69%, and which were classified as not understood by 38,12%. The students’ conception which were classified as misconception with the highest percentage found in the sub concept determine the karyotype of the sperm cells. While the lowest percentage of misconception found in the sub concept determine mutations that occur at the gene or chromosome level. The types of misconceptions that were found are make a mistake on define a concept, fault on understand pictured questions, and fault on distinguish between concepts. Based on interview result, the student’s misconceptions were caused by the students themselves.
Key words: Descriptions, Student’s Conceptions, Misconception, Misconception Factor, Inheritage.
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PDFDOI: http://dx.doi.org/10.26418/jppk.v3i9.7241
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