PRELIMINARY STUDIES OF ANALYZING MISCONCEPTION AND SCIENTIFIC ARGUMENTATION USING DIAGNOSTIC QUESTION CLUSTERS (DQCS) OF MOLECULAR GENETICS CONCEPT

Abstract

This study aimed to analyze the misconceptions and argumentation ability Biology education
students using diagnostic question clusters on the concept of molecular genetics. In addition,
this study aims to look at the pattern of misconceptions tendencies and scientific
argumentation ability of students accompanied by the factors supporting the occurrence of
misconceptions and arguments student achievement levels. As this study focused on the
concept of molecular genetics which includes the concept of genes, chromosomes, DNA, and
protein synthesis. This research was conducted with the descriptive research method and the
sample using purposive sampling techniques. The subjects were biology education students of
Islamic University of Sunan Gunung Djati Bandung who attended the lectures of genetics in
the academic year 2014/2015. The instrument used is a matter of diagnostic question clusters
(DQCs) which covers a combined essay and multiple choice questions, learning observation
sheet, and interview guidelines used to determine the factors that cause the occurrence of
misconceptions and what degree of scientific argumentation ability students. The ability of the
scientific arguments that will be analyzed is the ability to claim, warrant, backing, and
rebutal (Toulmin, 1984).