ANALISIS KEMAMPUAN TIGA LEVEL REPRESENTASI SISWA PADA KONSEP ASAM-BASA MENGGUNAKAN KERANGKA DAC (DEFINITION, ALGORITHMIC, CONCEPTUAL)


Citra Wulan Sari(1*), Imelda Helsy(2)

(1) SMA Taman Siswa Jl. Rancanilem Rancaekek, Bandung, Indonesia
(2) Prodi pendidikan Kimia UIN Bandung, Jl A. H Nasution No 105, Bandung, 40614, Indonesia, Indonesia
(*) Corresponding Author

Abstract


Telah dilakukan penelitian yang ditujukan untuk menganalisis kemampuan tiga level representasi kimia pada konsep asam basa dengan menggunakan tes essay yang mengacu kepada kerangka DAC (Definition, Algorithmic Conceptual). Penelitian dilakukan terhadap 48 orang siswa sekolah menengah atas di wilayah Bandung. Indikator kemampuan representasi yang dianalisis mencakup kemampuan siswa dalam  menghubungkan representasi simbolik ke submikroskopik, makroskopik ke simbolik, makroskopik ke submikroskopik dan simbolik serta makroskopik ke submikroskopik.  Hasil penelitian menunjukkan secara keseluruhan siswa lebih berhasil merepresentasikan makroskopik ke submikroskopik dibandingkan dengan kemampuan representasi lainnya. Namun teridentifikasi potensi miskonsepsi pada sebagian besar siswa adalah mengenai konsep kekuatan asam-basa dan pH. Pencapaian terendah pada kemampuan representasi makroskopik ke simbolik yaitu pada penyelesaian soal yang membutuhkan langkah-langkah pengerjaan secara matematis dan melibatkan rumus atau perhitungan yang beragam (type A-Mu: Alghoritmic Multistep).


Keywords


kemampuan representasi kimia; kerangka DAC; konsep asam-basa.

References


Amry, U. W., Rahayu, S., & Yahmin. (2017). Analisis Miskonsepsi Asam Basa Pada Pembelajaran Konvensional dan Dual Situated learning (DSLM ). Jurnal Pendidikan Teori, Penelitian Dan Pengembangan, 2(3), 385–391. https://doi.org/10.17977/jptpp.v2i3.8636

Bayrak, B. K. (2013). Using Two-Tier Test to Identify Primary Students ’ Conceptual Understanding and Alternative Conceptions in Acid Base. Mevlana International Journal of Education (MIJE), 3(2), 19–26.

Bird, L. (2010). Performance in General Chemistry. Journal of Chemical Education, 87(5), 541–546.

Cartrette, D. P., & Mayo, P. M. (2011). Students ’ understanding of acids / bases in organic chemistry contexts. Chem. Educ. Res. Pract., 12, 29–39. https://doi.org/10.1039/C1RP90005F

Cetin-dindar, A., & Geban, O. (2011). Development of a three-tier test to assess high school students ’ understanding of acids and bases. Procedia - Social and Behavioral Sciences, 15, 600–604. https://doi.org/10.1016/j.sbspro.2011.03.147

Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007). The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students ’ ability to describe and explain chemical reactions using multiple levels of representation, 8(3), 293–307.

Cooper, M. M., Kouyoumdjian, H., & Underwood, S. M. (2016). Investigating Students’ Reasoning about Acid–Base Reactions. Journal of Chemical Education, 93(10), 1703–1712. https://doi.org/10.1021/acs.jchemed.6b00417

Dori, Y. J., & Hameiri, M. (2014). The ‘ Mole Environment ’ studyware : applying multidimensional analysis to quantitative chemistry problems. International Journal of Science Education, (September 2014), 37–41. https://doi.org/10.1080/0950069980200305

Drechsler, M., & Schmidt, H. (2005). Textbooks ’ and teachers ’ understanding of acid-base models used in chemistry teaching. Chemistry Education Research and Practice, 6(1), 19–35. https://doi.org/10.1039/B4RP90002B

Farida, I. (2017). Evaluasi Pembelajaran Berdasarkan Kurikulum Nasional. Bandung: PT Remaja Rosda Karya.

Farida, I., Hadiansah, Mahmud, & Munandar, A. (2017). Project-based teaching and learning design for internalization of environmental literacy with islamic values. Jurnal Pendidikan IPA Indonesia, 6(2), 277–284. https://doi.org/10.15294/jpii.v6i2.9452

Farida, I., Liliasari, L., Sopandi, W., & Widyantoro, D. H. (2017). A web-based model to enhance competency in the interconnection of multiple levels of representation for pre-service teachers. In Ideas for 21st Century Education (pp. 359–362). CRC Press. https://doi.org/10.1201/9781315166575-84

Farida, I., Liliasari, L., Widyantoro, D. H., & Sopandi, W. (2010). Representational Competence’s Profile of Pre-Service Chemistry Teachers in Chemical Problem Solving. In 4th International Seminar of Science Education, Bandung (Vol. 30).

Gilbert, T. R., Kirss, R. V, Foster, N., Bretz, S. L., & Davies, G. (2018). Chemistry:The Science in Context. (E. Fahlgren, Ed.) (Fifth Ed). Newyork: W.W Norton & Company. https://doi.org/LCCN 2016048998

Indriyani, P. (2013). Analisis Pemahaman Makroskopik, Mikroskopik, dan Simbolik Titrasi Asam-Basa Siswa Kelas XI IPA SMA serta Upaya Perbaikannya dengan Pendekatan Mikroskopik. Jurnal Pendidikan Sains, 1(2 (Juni)), 109–120.

Michalchik, V., Rosenquist, A., Kozma, R., Kreikemeier, P., & Schank, P. (2008). Visualization: Theory and Practice In Science Education. In J. K. Gilbert, M. Reiner, & M. Nakhleh (Eds.), Representational Resources for Constructing Shared Understandings in the High School Chemistry Classroom (pp. 233–282). London: Springer Science.

Ozmen, H., Demircioglu, G., & Coll, R. K. (2009). A comparative study of the effects of a concept mapping enhanced laboratory experience on turkish high school students _ understanding of acid-base chemistry. International Journal

Sheppard, K. (2006). High school students ’ understanding of titrations and related acid- base phenomena. Chemistry Education Research and Practice, 7(1), 32–45.

Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2006). The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students. Chemistry Education Research and Practice, 7(4), 203. https://doi.org/10.1039/b6rp90011a

Smith, K. C., Nakhleh, M. B., & Lowery, S. (2010). An expanded framework for analyzing general chemistry exams. Chemistry Education Research and Practice, 11, 147–153. https://doi.org/10.1039/C005463C

Stoyanovich, C., Gandhi, A., & Flynn, A. B. (2015). Acid–Base Learning Outcomes for Students in an Introductory Organic Chemistry Course. Journal of Chemical Education, 92(2), 220–229. https://doi.org/10.1021/ed5003338




DOI: https://doi.org/10.15575/jtk.v3i2.3660

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Citra Wulan Sari, Imelda Helsy

Journal  Tadris Kimiya Is Indexed By : 

Lisensi Creative Commons

Pendidikan Kimia: Jurnal Tadris Kimiya  dilisensikan dengan Lisensi Internasional Creative Commons Attribution-ShareAlike 4.0 . Hak cipta dilindungi undang-undang . p-ISSN: 2527-6816 | e-ISSN: 2527-9637