Identifikasi Miskonsepsi Peserta Didik Pada Konsep Ekosistem Menggunakan Certainty Of Response Index (CRI)
DOI:
https://doi.org/10.15575/bioeduin.v12i2.20118Keywords:
Misconceptions, Remediation, Certainty of Response Index (CRI), EcosystemAbstract
Miskonsepsi yang terjadi pada peserta didik merupakan hal yang perlu diperbaiki saat proses pembelajaran. Guru sebagai bentuk fasilitator dapat mencari berbagai solusi atas miskonsepsi peserta didik. Penelitian ini bertujuan untuk mengetahui keadaan miskonsepsi awal dan miskonsepsi setelah remediasi dengan menggunakan Certainty of Response Index (CRI) pada materi ekosistem di kelas X MIPA di SMA Negeri 3 Tasikmalaya. Data penelitian ini dikumpulkan menggunakan metode observasi, tes, dan wawancara. Instrumen yang digunakan yaitu instrumen soal pilihan ganda dengan bentuk soal Certainty of Response Index (CRI), Rencana Pelaksanaan Pembelajaran (RPP), dan wawancara semi terstruktur. Hasil penelitian menunjukkan bahwa rata-rata persentase peserta didik kategori paham konsep mengalami peningkatan, kategori lucky guess mengalami penurunan. kategori miskonsepsi mengalami penurunan, dan kategori tidak tahu konsep mengalami penurunan. Persentase siswa yang mengalami miskonsepsi awal pada konsep Ekosistem sebesar 24% dan mengalami penurunan 1% setelah pengaplikasian model pembelajaran 5L atau Learning Cycle dan hasil ini lebih kecil dari pada presentase kategori tidak tahu konsep. Miskonsepsi dapat diminimalisasikan dengan penerapan metode pembelajaran Learning Cycle 5E dan terbukti dari penurunan tingkat miskonsepsi peserta didik.
Misconceptions that occur in learners are things that need to be improved during the learning process. Teachers as a form of facilitator can find various solutions to the misconceptions of learners. This study aims to find out the state of initial misconceptions and misconceptions after remediation by using the Certainty of Response Index (CRI) on ecosystem materials in class X MIPA at SMA Negeri 3 Tasikmalaya. The study data was collected using observation methods, tests, and interviews. The instruments used in this study was multiple choice instruments with Certainty of Response Index (CRI) questions, Learning Implementation Plan (RPP), and semi-structured interviews. The results showed that average percentage of students in the concept-understanding category was increased, the lucky guess category was decreased, the misconception category decreased, and the category did not know the concept was decreased. The conclusion of this study is the percentage of students who experience initial misconceptions on the ecosystem concept was 24% and decrease was 1% after the application of Learning Cycle Model and it was smaller than the percentage of not knowing the concept category. Misconceptions can be minimalized by applying the learning cycle method and its evident from the descrease in the level of students’ misconceptions.
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