SKRIPSI Jurusan Kimia - Fakultas MIPA UM, 2015

Ukuran Huruf:  Kecil  Sedang  Besar

Efektivitas Penerapan Modul Tatanama Senyawa Biner dan Anion Poliatomik Berbasis Konsep Sukar dan Kesalahan Konsep pada Pemahaman dan Persepsi Peserta Didik Kelas X IPA SMAN8 Malang

PUTRI MUSTIKASARI

Abstrak


ABSTRAK

 

Mustikasari, Putri. 2015. Efektivitas Penerapan Modul Tatanama Senyawa Biner dan Anion Poliatomik Berbasis  Konsep Sukar dan Kesalahan Konsep pada Pemahaman dan Persepsi Peserta Didik Kelas X IPA SMAN8 Malang. Skripsi, Jurusan Kimia, FMIPA, Universitas Negeri Malang. Pembimbing: (I) Dr. Fariati, M. Sc., (II) Oktavia Sulistina, S.Pd., M. Pd.

 

Kata kunci: modul tatanama senyawa, konsep sukar, kesalahan konsep, pemahaman,persepsi

 

Tatanama senyawa biner dan anion poliatomik merupakan konsep dasar yang perlu dipahami dengan benar sebelum peserta didik mempelajari penulisan persamaan reaksi.Kesulitan yang dialami peserta didik dalam memahami konsep tatanama senyawa biner dan anion poliatomik dapat menimbulkan konsep sukar. Jikakonsepsukarterjadiberulang-ulangdanterusmenerusmakadapat me-nyebabkankesalahan konsep.Hasil observasi menunjukkansebanyak 54 peserta didik kelas X IPA SMAN 8 Malang mendapat nilai di bawah Kriteria Ketuntasan Minimal (KKM) pada ulangan hariantatanama senyawa kimia, sehingga belum mencapai ketuntasan belajar.Hal tersebutterjadikarena peserta didik mengalami konsep sukar dan kesalahan konsep. Peserta didik yang belum tuntas harus mengikuti pembelajaran remedial.Berdasarkan observasi, pembelajaran remedial yang dilakukan yaitu dengan pemberian latihan soal atau langsung diberikan ulangan remedial. Pembelajaran remedial dapat dilaksanakan dengan metode dan media yang berbeda dan pemberian latihan-latihan secara khusus.Salah satu penyebab peserta didik mengalami konsep sukar dan kesalahan konsep dimungkinkan karena bahan ajar yang kurang sesuai.Penelitian yang dilakukan,merupakan tahap lanjutan dari penelitian dan pengembangan modul berbasis konsep sukar dan kesalahan konsepdengan persentase kelayakan sebesar 86,67% (sangat valid)padapembelajaran remedial.Tujuan penelitian adalah men-deskripsikan keterlaksanaan pembelajaran, ketuntasan belajar, pemahaman, persepsi peserta didik, dan mengetahuiefektivitas modul dibanding latihan soal.

Penelitian yang dilakukan adalah eksperimen murnidengan desaingrup kontrol pretes-postes.Sebanyak 54 peserta didik yang belum tuntas dibagi secara acak kemudian diambil 36 peserta didik sebagai sampel penelitian, sehingga didapat masing-masing 18 peserta didik di kelas eksperimen dibelajarkan denganbantuan modul dan kelas kontrol yang dibelajarkan denganbantuan latihan soal.Instrumen perlakuan yang digunakan adalah RPP, modul tatanama senyawa biner dan anion poliatomik berbasis konsep sukar dan kesalahan konsep, dan latihan soal. Instrumen pengukuran yang digunakan adalah tes diagnostik dengan validitas 92,3% (sangat valid) dan reliabilitas sebesar 0,687 (baik), angket persepsi peserta didik, dan lembar observasi keterlaksanaan pembelajaran. Teknik analisis statistik yang digunakan adalah uji-t dengan taraf signifikansi sebesar 0,050dandidukungperhitungangainternomalisasi.

Hasil penelitian dilaporkan bahwa peserta didik yang dibelajarkan denganbantuan modul tatanama senyawa biner dan anion poliatomik dan bantuan latihan soal pada keterlaksanaan pembelajaran, ketuntasan belajar, penurunan persentase jawaban salah serta persentase kesalahan berturut-turut adalah 95,2% (baik) dan 88,6% (baik); 77,8% dan 38,9%;46,8% dan 34,3%; serta 13,2% dan 9,7%.Hasil uji-t (sig. (2-tailed) = 0,045) membuktikan bahwaada perbedaan pemahamanantara peserta didik kelas X IPA SMAN 8 Malang yang belum tuntas yang dibelajarkan dengan bantuan modul dan latihan soal. Perhitungan gainternomalisasi menunjukkan pemahaman peserta didik yang dibelajarkan dengan modul dan latihan soal berturut-turut adalah tinggi (0,74) dan sedang(0,55). Dari hasil analisis data dapat disimpulkan bahwa modul tatanama senyawa biner dan anion poliatomik berbasis konsep sukar dan kesalahan konsep efektif digunakan sebagai bahan ajaruntuk meningkatkan pe-mahaman peserta didik.Persepsi peserta didik terhadap isi (83,8%) dan pem-belajaran menggunakan modul (77,1%) sangat positif. Hambatan pembelajaran adalah waktu yang terlalu singkat (58,3%) dan uraian materi dalam modul terlalu banyak (27,9%), sehingga peserta didik menyarankan modul boleh digandakan atau dibawa pulang (50,0%) dan uraian materi yang diberikan lebih ringkas (38,5%).Peserta didik perlu diajari cara membaca bahan ajar dengan tuntas, sehingga dapat memahami konsep kimia dengan utuh.

 

 

 

ABSTRACT

 

Mustikasari, Putri. 2015. The Effectiveness of Application of Binary Compounds and Polyatomic Anions Nomenclature Module Based on the Students’ Difficult Concept and Misconception toUnderstanding and Perception of Grade X Science of SMAN 8 Malang.Thesis, Chemistry Department, Mathematics and Science Faculty, State University of Malang. Advisors: (1) Dr. Fariati, M. Sc., (2) OktaviaSulistina, S. Pd., M.Pd.

 

Keywords: compounds nomenclature module, difficult concept, misconception, understanding, perception

 

The nomenclature of binary compounds and polyatomic anions is a basic concept that needs to be understood correctly by students before they learn to write equation of reaction. The difficulties that was experienced by students in understanding the concept of binary compounds and polyatomic anions nomenclature can causedifficultconcept. If difficult concept happen multiple times and continue then can cause misconception. The result of observation indicate that there were 54 students of class X Science in SMAN 8 Malang who had score below the minimum mastery learning criteria on examination of chemical compounds nomenclature topic, so they have not reached the mastery learning yet.This was happened because the students were having the difficult concept and misconception. Students who have not mastery learning should follow the remedial teaching. Based on the observation, remedial teaching was done by giving direct exercises or remedial test. Remedial teaching can be implemented with different method and media and giving special exercises. One of causes that make students experience the difficult concept and misconception were due to the lack of appropriate teaching materials.This research was acontinuationstep of the research and development of module based on students’ difficult concept and misconceptionwith haveeligibility percentage of 86.67% (very valid)on remedial teaching. The purposes of this research are to describe the learning’s feasibility, mastery learning, understanding, students’ perception, and to determine the effectiveness of the module compared by exercises.

The research wastrue experimental with pretest-posttest control group design. Total of 54 students who have not mastery learning were randomly divided and 36 of them was taken as sample, so every class were consisted of 18 students in the experimental class who were taught with module and the control class who were taught with exercises. Treatment instruments were lesson plans, the nomenclature of binary compounds and polyatomic anions module based on students’ difficult concept and misconception, and exercises. Measurement instruments were the diagnostic test with validity of 92,3% (very valid) and reliability of 0,687 (good), the questionnaire of students’ perception, and the observation of learning’s feasibility sheet. Statistical analysis technique used t-test with a significance level was 0,050 and was supported by normalized gain.

The results of the research reported that percentage of students who were taught with the module of binary compounds and polyatomic anions nomenclatureand exercises on the feasibility of learning, mastery learning, reduction of students’ wrong answers percentage and students’ error percentage respectively were 95,2% (good) and 88, 6% (good); 77,8% and 38,9%; 46,8% and 34,3%; and 13,2% and 9,7%. The t-test(sig.(2-tailed) = 0,045) result proved that there was differencebetween students’ understanding in class X Science at SMAN 8 Malang who have not reached mastery learningbetween students’ who were taught with nomenclature of binary compounds and polyatomic anions module and exercises. Normalized gain calculation showed students’ understanding who were taught with withnomenclature of binary compounds and polyatomic anions module and exercises respectively were high (0,74)andmedium(0,55). Based on the data analysis result, it can be concluded that the nomenclature of binary compounds and polyatomic anions module based on students’ difficult concept and misconceptionwas effective to be used as learning material to improve students’ understanding. Students’ perception of the content (83,8%) and learning that used the module (77,1%) was very positive. The learning obstacle were short allocation of time (58,3%) and the overly description of the material in the module (27,9%), so they suggested that module may be reproduced or be taken home (50,0%) and the description of the material should be more concise (38,5%). Students were needed to be taught how to read the instructional material thoroughly, so they can understand the chemical concepts comprehensively.