Misconception of High School Students on Acid-Base Topics and Effectiveness of Argument-Driven Inquiry Learning Model as an Effort to Improve Misconception

Authors

• Anjamputra A. Embisa, SMAN 9 Kota TernateFollow
• Subandi Subandi, Pendidikan Kimia Pascasarjana, Universitas Negeri MalangFollow
• Fauziatul Fajaroh, Pendidikan Kimia Pascasarjana, Universitas Negeri MalangFollow

Abstract

The objectives of this study were: 1) calculate the average percent of students in each sub-topic on the pretest, posttest, and delay test, 2) identify students’ misconceptions in acid-base topic, 3) test the effectiveness of the ADI learning model in correcting students’ misconceptions in acid-base topic, and 4) measuring retention of students conceptual understanding of acid-base topic after being given improvements by the ADI learning model. The misconceptions found were used as a basis for reference in implementing the ADI learning model. The results showed that most students did not understand the concept (55%) while the misconceptions (24%) and understood the concept (21%). After improvement using the ADI learning model, the number of students who understood the concept increased to 64%, misconceptions of students’ decreased to 17%, students who did not understand the concept also declined to 19%. This shows that most students successfully construct their understanding.

First Page

103

Last Page

110

Recommended Citation

Embisa, Anjamputra A.; Subandi, Subandi; and Fajaroh, Fauziatul (2019) "Misconception of High School Students on Acid-Base Topics and Effectiveness of Argument-Driven Inquiry Learning Model as an Effort to Improve Misconception," Jurnal Pendidikan Sains: Vol. 7: No. 3, Article 4.
DOI: https://doi.org/10.17977/jps.v7i3.12574
Available at: https://citeus.um.ac.id/jps/vol7/iss3/4