Implementation of 8E Learning Cycle Model with Instagram to Overcome Student Misconceptions in Buffer Solution Material


Muhammad Rizal(1), Rusmansyah Rusmansyah(2*), Rusliana Sari(3)

(1) Chemistry Education Department, Faculty of Teaching and Learning, Universitas Lambung Mangkurat, Jl. Brigdjen Hasan Basri, Banjarmasin, 70123, Indonesia
(2) Chemistry Education Department, Faculty of Teaching and Learning, Universitas Lambung Mangkurat, Jl. Brigdjen Hasan Basri, Banjarmasin, 70123, Indonesia
(3) SMA Negeri 2 Banjarmasin, Jl. Mulawarman, Banjarmasin, 70117, Indonesia
(*) Corresponding Author

Abstract


This study aims to determine the effectiveness of applying the 8E learning cycle model with Instagram to overcome student misconceptions in Buffer Solution material. In particular, this study analyzed the differences between the 8E learning cycle model and the online (conventional) expository model with Instagramin overcoming student misconceptions about buffer solution materials. This research method is a quasi-experiment with a non-equivalent control group design. Data collection used a three-tier multiple choice test technique and five experts' validated student response questionnaires. The sampling technique uses purposive sampling. Data analysis techniques use descriptive and inferential analysis of t-tests. The t-test is used to analyze the difference in concept understanding learning outcomes between the experimental and control classes to determine the effectiveness of the 8E learning cycle model. The results showed there were significant differences in concept understanding and misconceptions between experimental class students and control class students (0.00<0.05). Experimental class concept understanding was higher (43.62%) than the control class (28.95%), and experimental class misconception was lower (40.76%) than the control class (47.81%). From these data, it can be concluded that the application of the 8E learning cycle model is more effective than the expository (conventional) online model in overcoming misconceptions in buffer solution materials. The 8E learning cycle model can be an alternative to overcome misconceptions and improve students' understanding of concepts in buffer solution materials.

Keywords


buffer solution; learning cycle 8E model; misconceptions

Full Text:

PDF

References


Arfianawati, S., Sudarmin, S., & Sumarni, W. (2016). Model pembelajaran kimia berbasis etnosains untuk meningkatkan kemampuan berpikir kritis siswa. Jurnal Pengajaran MIPA, 21(1), 46-51. https://doi.org/10.18269/jpmipa.v21i1.36256

Agustiyaningsih, S., & Azizah, U. (2019). Reduce Misconception of Students on Buffer. In National Seminar on Chemistry, 1(Snk), 239–245. https://doi.org/10.2991/snk-19.2019.51

A’yun, K., & Suyono. (2020). Hubungan tingkat Konflik Kognitif terhadap Beban Miskonsepsi Mahasiswa Calon Guru Kimia. Uniqbu Journal of Exact Sciences (UJES), 1(April), 41–45. https://doi.org/10.47323/ujes.v1i1.6

Bere, V. P., Pranata, K. B. P., & Jufriadi, A. (2019). Penerapan Model Pembelejaran Learning Cycle 5E Berbasis Eksperimen untuk Meningkatkan Pemahaman Konsep dan Mereduksi Miskonsepsi Siswa. Seminar Nasional Pendidikan, 152–157. Retrieved fromhttp://snpfmotogpe.ulm.ac.id/proceeding/index.php/snpf/article/view/64

Duch, W. (2017). Kurt Lewin, psychological constructs and sources of brain cognitive activity. arXiv preprint arXiv:1711.01767. https://doi.org/10.48550/arXiv.1711.01767

Fajriani, G. N., Sopandi, W., & Kadarohman, A. (2019). Miskonsepsi Siswa Yang Menggunakan Teks Perubahan Konseptual Mengenai Hukum-Hukum Dasar Kimia. Orbital: Jurnal Pendidikan Kimia, 3(1), 30–41. https://doi.org/10.19109/ojpk.v3i1.3361

Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989–1008. https://doi.org/10.12973/eurasia.2015.1369a

Jannah, M., Ningsih, P., & Ratman. (2017). Analisis Miskonsepsi Siswa Kelas Xi Sma Negeri 1 Banawa Tengah Pada Pembelajaran Larutan Penyangga Dengan CRI (Certainty of Response Index). Jurnal Akademika Kimia, 5(2), 86–90. Retrieved from http://jurnal.untad.ac.id/jurnal/index.php/JAK/article/view/8019

Kustiarini, F. T., VH, Efi. S., & Saputro, A. N. C. Penggunaan Tes Diagnostik Three-Tier Test Alasan Terbuka untuk Mengidentifikasi Miskonsepsi Larutan. Jurnal Pendidikan Kimia, 8(2), 171-178. https://doi.org/10.20961/jpkim.v8i2.25236

Maemanah, S., Suryaningsih, S., & Yunita, L. (2019). Kemampuan Pemecahan Masalah Melalui Model Flipped Classroom Pada Pembelajaran Kimia Abad Ke 21 Orbital. Orbital: Jurnal Pendidikan Kimia, 3(2). https://doi.org/10.19109/ojpk.v3i2.4901

Mushlihah, K., Yetri, & Tuberti. (2018). Pengembangan Media Pembelajaran Berbasis Multi Representasi Bermuatan Sains Keislaman Dengan Output Instagram Pada Materi Hukum Newton Development Learning Material Principle Multi Representasi Contain Sains Islam Religious with Instagram Output on Lesson Newton Law. Indnoseian Journal of Science and Mathematics Education, 01(3), 207–2015. https://ejournal.radenintan.ac.id/index.php/IJSME/index

Mustafa, L. K., & Suyanta. (2019). Exploring Students’ Integrated Ability and Creativity: Using 7e Learning Cycle Model in Chemistry Learning. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012019

Nasrudin, H., & Azizah, U. (2020). Overcoming Misconception in Energetic Topics Through Implementation of Metacognitive Skills-Based Instructional Materials: A Case Study In Student Of Chemistry Department, Universitas Negeri Surabaya. JPII, 9(1), 125–134. https://doi.org/10.15294/jpii.v9i1

Nurhidayatulah, N., & Prodjosantoso, A. K. (2018). Miskonsepsi materi larutan penyangga. Jurnal Inovasi Pendidikan IPA, 4(1), 41–51. https://doi.org/10.21831/jipi.v4i1.10029

Nurulwati, N., & Rahmadani, A. (2020). Perbandingan Hasil Diagnostik Miskonsepsi Menggunakan Threetier Dan Fourtier Diagnostic Test Pada Materi Gerak Lurus. Jurnal Pendidikan Sains Indonesia, 7(2), 101–110. https://doi.org/10.24815/jpsi.v7i2.14436

Pikoli, M. (2020). International Journal of Active Learning Using Guided Inquiry Learning with Multiple Representations to Reduce Misconceptions of Chemistry Teacher Candidates on Acid-Base Concept. International Journal of Active Learning, 5(1), 1–10. Retrieved from http://journal.unnes.ac.id/nju/index.php/ijal

Waseso, H. P. (2018). Kurikulum 2013 dalam prespektif teori pembelajaran konstruktivis. TA'LIM: Jurnal Studi Pendidikan Islam, 1(1), 59-72. https://doi.org/10.52166/talim.v1i1.632

Rahmawati, Y., Ridwan, A., Faustine, S., Auliyani, C. N., Kartika, I. R., & Rafiuddin, R. (2019). Chemistry students’ cognitive structures in oxidation-reduction, through an 8E learning cycle. Journal of Physics: Conference Series, 1402(5). https://doi.org/10.1088/1742-6596/1402/5/055053

Riaz, A. (2018). Effects Of Online Education on Encoding and Decoding Process of Students and Teachers. International Conference E-Learning, 42–48. Retrieved fromhttps://files.eric.ed.gov/fulltext/ED590288.pdf.

Safitri, L., Winarti, A., & Suharto, B. (2020). Analysis Of Understanding the Concept of Macroscopic-Submicroscopic-Symbolic using Submicroscopic Approach in Acid BaseSolution Materials. JCAE: Journal of Chemistry and Education, 4(1), 16–23.

Salyani, R., Nurmaliah, C., & Mahidin, M. (2020). Application of the 5E learning cycle model to overcome misconception and increase student learning activities in learning chemical bonding. Journal of Physics: Conference Series, 1460(1). https://doi.org/10.1088/1742-6596/1460/1/012102

Santi, N., Soendjoto, A., & Winarti, A. (2018). Critical Thinking Ability of Biology Education Students through Solving Environmental Problems. BIOEDUKASI: Jurnal Pendidikan Biologi, 11(1), 35–39. https://doi.org/10.20961/bioedukasi-uns.v11i1.19738

Simamora, R. E., Saragih, S., & Hasratuddin, H. (2018). Improving Students’ Mathematical Problem-Solving Ability and Self-Efficacy through Guided Discovery Learning in Local Culture Context. International Electronic Journal of Mathematics Education, 14(1). https://doi.org/10.12973/iejme/3966

Strangfeld, J. A. (2019). I Just Don’t Want to Be Judged: Cultural Capital’s Impact on Student Plagiarism. SAGE Open, 9(1). https://doi.org/10.1177/2158244018822382

Suyono. (2020). Miskonsepsi Kimia, Sebuah Misteri. Jurnal Pembelajaran Kimia OJS, 5(1), 1–7. http://dx.doi.org/10.17977/um026v5i12020p001

Tambunan, H. (2019). The Effectiveness of the Problem-Solving Strategy and the Scientific Approach to Students’ Mathematical Capabilities in High Order Thinking Skills. International Electronic Journal of Mathematics Education, 14(2). https://doi.org/10.29333/iejme/5715

Usu, N., Rahmanipu, & Marhadi, M. A. (2019). Analisis Miskonsepsi Siswa Pada Materi Kesetimbangan Kimia. Jurnal Pendidikan Kimia FKIP Universitas HaluOleo, 4(3). http://dx.doi.org/10.36709/jpkim.v4i3.11738




DOI: https://doi.org/10.15575/jtk.v7i2.20494

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Rusmansyah M. Rusmansyah

Journal  Tadris Kimiya Is Indexed By : 

Lisensi Creative Commons

Chemistry Education: Jurnal Tadris Kimiya licensed with Lisensi Internasional Creative Commons Attribution-ShareAlike 4.0 . Copyright is protected by law . p-ISSN: 2527-6816 | e-ISSN: 2527-9637