IDENTIFICATION OF FACTORS CAUSES STUDENTS’ MISCONCEPTIONS ON CELL TOPIC IN
GRADE XI SMA RAKSANA MEDAN
By :
Murniaty Simanjuntak SIN 4123342011
Bilingual Biology Education Study Program
THESIS
Submitted to Fulfill the Requirement for Degree of Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE MEDAN STATE UNIVERSITY
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BIOGRAPHY
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IDENTIFICATION OF FACTORS CAUSES STUDENTS’ MISCONCEPTIONS ON CELL TOPIC IN GRADE XI
SMA RAKSANA MEDAN
Murniaty Simanjuntak (ID Number : 4123342011)
ABSTRACT
This study’s purpose was to identify the student’s concept, the dominant learning resource that affect student’s misconception and the factor which cause misconception in grade XI on cell topic. This research type was descriptive. Population in this research was whole student in grade XI IPA SMA Raksana Medan. The samples were 78 students in grade XI. The sampling technique was total sampling. The data was gotten by using multiple choice test with modification of Certainty of Response Index (CRI). Student’s interview was used to identify the misconception’s factors in student. Students had misconception’s in cell topic. The highest percentage of misconception was 40.49% in organelles and function of the cell’s topic. The lowest percentage of misconception was 0.75% in animal cell’s topic. From interview test, students have misconception because they got an information from the trusted literature. Book was the dominant factor that affect student’s misconception in grade XI SMA Raksana Medan.
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ACNOWLEDGEMENT
Thanks to Almighty God for his bless and love in everyday and every
time. Because of his love and grace, give me strength to complete this thesis with title “Identification of Factors Causes Students’ Misconceptions on Cell Topic in Grade XI SMA Raksana Medan”.
First,thank you for the Dean of FMIPA UNIMED, Dr. AsrinLubis, M.Si,
the Head of Biology Department, Dr. Hasruddin, M.Pd, the Coordinator of
Bilingual Program, Dr. IisSitiJahro, M.Si, and my thesis supervisor Prof. Dr.
Herbert Sipahutar, M.S., M.Sc, M.Si for his guidance and support during write
this thesis. Big thanks for Dra. MeidaNugrahalia, M.Scand Dr. Hasruddin, M.Pd
because their help in validation my instrument for research.
I also appreciate the contribution of the principles of SMA Raksana
Medan, Drs. Bornok Silitonga. MM, Hendra Suyedi S.Pd for their kindness to
give me chance to do research. All students that participate in my research, thanks
to cooperation in process and procedure of research.
My greatest thanks for my family, especially my beloved parents, Krisbel
Simanjuntak and NoritaSilaban.They the reason for me to never give up. Also
thanks for my beloved brothers and sister, Murydrischy, Weldy, Heri,
Febryaniand all friends in Bilingual Biology Education 2012, especially for
Mesra, Arny, Sohmiyati, Chandra, Ruben, Corry, Carolina, Jeszicca, Dwi Utari,
Letty, for their information and their support.
Medan, Februari 2017 Writer
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TABLE OF CONTENT
Page
Approval sheet i
Biography ii
Abstract iii
Acnowledgement iv
Table of Content v
List of Table vii
List of Figure viii
List of Appendix ix
CHAPTER I INTRODUCTION
1.1. Research Background 1
1.2. Problem Identification 3
1.3. Research Scope 3
1.4. Research Question 4
1.5. Research Aim 4
1.6. Research Significance 4
CHAPTER II LITERATURE REVIEW
2.1. Theoritical Framework 5
2.1.1. Concept, Conception, Preconception, Misconception 5
2.1.1.1. Concept 5
2.1.1.2. Conception 6
2.1.1.3. Pre-Conception 6
2.1.1.4. Misconceptions 8
2.1.2. The Source and Cause of Misconception 8
2.1.2.1. Student 10
2.1.2.2. Teacher 11
2.1.2.3. Textbooks, Context and Teaching Method 11
2.1.3. Detecting Misconceptions 12
2.1.3.1. Concept Map 12
2.1.3.2. Multiple Choice Test With Open Reasoning,
Essay Test, and Interview 13
2.1.3.3. Class Discussions and Practicum With Question and Answer. 13 2.1.4. Confront and Overcome Misconception 14
2.2. Concept Review 15
2.2.1. Chemical Components of Cells 15
2.2.2. History and Theory of Invention Cells 16
2.2.3. Types of Cells 18
2.2.4. The structure and function of the cell 19 2.2.5. Transport Through the Cell Membrane 26
2.2.6. Relavant Research 31
2.3. Conceptual Framework 32
CHAPTER III RESEARCH METHODOLOGY
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3.2. Population and Sample 34
3.2.1. Population 34
3.2.2. Sample 34
3.3. Design of Research 34
3.4. Research Procedure 34
3.5. Research Instrument 36
3.6. Data Collection Technique 37
3.7. Data Analysis Technique 39
CHAPTER IV RESULT AND DISCUSSION
4.1. Result 40
4.1.1. Result of Students’ Misconception of Each Sub-Concept 40 4.1.2. Result Of Factors That Causes The Students Misconceptions 40 4.1.3. Result Of Identification Of The Which The Dominant
Learning Resources 42
4.2. Discussions 44
CHAPTER V CONCLUTION AND RECOMMENDATION
5.1. Conclusion 51
5.2. Recommendation 51
REFERENCES 52
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LIST OF TABLE
Page Table 2.1. The relative content of chemical elements contained
in the human body. 15
Table 2.2. Differences Prokaryotic and Eukaryotic Cells 18 Table 3.1. Indicator in Cell Topic That Have To Be
Achieved Based on The Indicator in Syllabus. 36
Table 3.2. Sixth in the scale of CRI 37
Table 3.3. Decision Matrix for an individual student and for
a given question. Based on combination of correct or 38 wrong answer and of low or high CRI
Table 3.4. Grading in Certainty of Response Index 38
Table 4.1. Student’s Concept and Theory 40
Table 4.2. The table persentage of source of misconception
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LIST OF FIGURE
Page
Figure 2.1. Various shapes and specialization of different cell functions 17 Figure 2.2. Prokaryotic cell and cell structure of Animal and Plant Cells. 18 Figure 2.3. The general structure of a cell that shows a variety
of cell organelles as executive function or activity 19 Figure 2.4. The Structure of the Endoplasmic Reticulum 21 Figure 2.5. The structure of the Golgi Apparatus 21
Figure 2.6. Structure of Mitochondria 23
Figure 2.7. Structure of Chloroplasts 24
Figure 2.8. Fibers Making Up the Cytoskeleton 25
Figure 2.9. Model of cell membrane 26
Figure 2.10. Diffusion solution 27
Figure 2.11.The transfer of water penetrates selectively
permeable membrane in osmosis events 28
Figure 2.12. Active Transport Mechanism 29
Figure 2.13. Step-by-step Process of Pinositosis 30
Figure 2.14. The Process of Phagocytosis 31
Figure 3.1. The six-point scale (0-5) used on (CRI) 40 Figure 4.1. Interview test in sub-concept (question) 2 41 Figure 4.2. Interview test in sub-concept (question) 4 41 Figure 4.3. Interview test in sub-concept (question) 13 43 Figure 4.4. Interview test in sub-concept (question) 17 44 Figure 4.5. Sources persentage of students’ misconceptions
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LIST OF APPENDIX
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Appendix 1. Syllabus 55
Appendix 2. Multiple Choice Test 57
Appendix 3. Students Answer Sheets 64
Appendix 4. Key Answer 66
Appendix 5. Students Grade XI SMA Raksana Medan Who Have
Misconceptions with CRI Value 67
1 CHAPTER I
INTRODUCTION
1.1. Research Background
Student come to school with varying experience with ideas about and
explanation of the natural world.Thescopeof this ideasareas diverse as the students’ backgrounds and they are often different from those of scientists (Tekkaya, 2002). Children develop ideas and beliefs about the natural world
through their everyday life experiences (Tuysuz, 2009). Citrawathi (2006) stated
that students observe various phenomena or natural phenomena in the
environment naturally.
The unique conceptions about natural phenomena that are held by students
are often resistant to instruction and will lead to misunderstandings in
understanding a new concept which he had learned (Chandrasegaran, et al 2007).
These missunderstanding occurs when students are trying to form the knowledge
by way of translating the new experiences in the form of the initial conception and
may arise when teaching fails to induce a conceptual change among the students
(Deshmukh, 2007). As a consequence, students will experience difficulty in
integrating any new information within their cognitive structures, resulting in an
inappropriate understanding of the new concept (Treagust, 2006).
The difficulties experienced by the students surely can have an impact for
gaining the optimal achievement in student learning outcomes. For examples of
indication of the difficulties the students in understanding the concepts.
Understanding the concept is very needed, especially in biology to integrate the
nature and technology in our daily life. Understanding of the concept can help
students to describe the concept that related and then can explain the natural
events around them (Winahyu, 2007).
Vita (2015) stated that these misconception is not simple that can be easily
overlooked in this biological learning. It is very important for teachers to learn
over misconceptions to the students in order to make an effort to overcome
misconceptions. It is useful to give a direction where, how the learning will be
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learning learners more optimized and does not interfere with processing concepts
in cognitive structures conducted by the learners (Salirawati et al, 2012).
Suparno (2005) stated that generally, the cause or the source of the
misconception can be summarized in five groups: students, teachers, textbooks,
context, and teaching methods. Often the causes of it stand on its own, but
sometimes related to each other, so the wrong understanding is becoming
increasingly complex. This has resulted in more and it is not easy to help students
overcome their misconceptions.
According to Chandrasegaran, et al (2007), learners are provided with
opportunities to develop new understandings with the teacher acting as a
facilitator of learning rather than as a transmitter of knowledge. Therefore, in this
case the subjects of biology taught not just as a product of the concept,but also
teach through experience. For this reason, in the study of biology is not enough
ifit just to teach a biological material. Students must also be invited to study
biologyaccording to this way of thinking (Mahardika, 2004). Piaget also
suggested that learning is a process of construction (establishment) of knowledge
by students of his experience, which takes place continuously. So students will
reconstruct the knowledge to the students gain a new understanding of an object.
Adisendjaja (2007), found a lot of misconceptions in high school biology
textbooks in both publications on the Department of Education and other
publications biology textbooks. Some topics are experiencing misconceptions in
the study, including the topic of the structure and function of cells. This is because
cell materials including biological materials that are difficult sensed, allowing the
occurrence of misconceptions.
Mahardika (2014), reported that 60% of students grade XI obtaining low
learning outcomes on the concept of the Cell. The lowlearning on cell topic
include of cell organelles in plants and animals and subconcepts of transport
mechanism. Biology teacher in SMA Raksana Medan also reported that students
have difficulty in distinguishing plasma, cell membrane, the cell wall. Lack of
student learning outcomes is caused by differences in factors absorption and
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Based on the background above, the purpose of the study was to identify student’s concept, the dominant learning resorces that affected student’s misconception and the factor that cause misconception on cell topic with multiple
choice testing and modification of Certainty of Response Index (CRI) was used as the first instrument to detect student’s misconception and then interviewe test as the second instrument to determine the consistency of each student’s answer. In connection with this problem, the researchers conducted a study to identify factors
that lead to misunderstanding of students in Grade XI SMA Raksana Medan on
the cell topic.
1.2. Problem Identification
Based on the background above, the identification of problem formulated
as follows:
1. There are misconceptions in understanding the Biology’s concept especially in cell topic.
2. There are incompatibilities between students’ concept and the true concepts. 3. Misconceptions occur in understanding definition, relation and application of
concept.
4. Resource of misconception can come from personal experience, teacher, text
books, context, and teaching method.
5. The difficulties experienced by students in changing the misconception the
correct concepts that will cause adverse effects in non achievement of optimal
student learning outcomes.
1.3. Research Scope
In order to make this research become more focus, this research will
discuss the limited problems as follows:
1. Identification of student’s concept in Grade XI SMA Raksana Medan about cell topic.
2. Identification of factors that cause the students misconceptions in Grade XI
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3. Identification of which the dominant learning resources (teacher, book, environment) that affect students’misconception in Grade XI SMA Raksana Medan about cell.
1.4. Research Question
Based on the background described, the research question can be
formulated as follows:
1. How is student’s concept in Grade XI SMA Raksana Medan about cell topic? 2. What factors that cause the students misconceptions in Grade XI SMA
Raksana Medan about cell?
3. Which is the dominant learning resources (teacher, book, environment) that
affect student misconception in Grade XI SMA Raksana Medan about cell?
1.5. Research Aim
The purpose of this study was conducted to determine:
1. To identify student’s concept in Grade XI SMA Raksana Medan about cell topic.
2. To identify the factors that cause the students misconceptions in Grade XI
SMA Raksana Medan about cell
3. To identify which is the dominant learning resources(teacher, book,
environment) that affect student misconceptionin Grade XI SMA Raksana
Medan about cell.
1.6. Research Significance
The research finding will be useful for:
1. As a consideration and input for high school biology teachers in transferring
the concepts of biology to students.
2. As a source of information and reference for other researchers who want to
conduct further research.
3. As an input, contribution, and scientific reference for the department, faculty,
51 CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusion
Based on the result and discussion, can be concluded that:
1. The students in Grade XI SMA Raksana Medan have misconception on cell topic,
especially in organelles of the cell and its function with the highest percentage 40.49% and
the lowest percentage 0.75% in animal cell’s topic and student have very different
concept about cell topic than actual concept.
2. From iterview test, students have misconception because they got an information from
untrusted literature. When they got an information from the trusted literature, they failed to
remember the correct one. They can not connected the image with the right function.
3. There were 3 sources and causes of students’ misconception, they are teacher,
book/literature, and environment. Books is the dominant as a factor that affect students
misconception in grade XI SMA Raksana Medan of cell topic.
5.2. Recommendation
Several suggestion based on the result of research:
1. For Biology Teacher to minimize misconceptions in the concept that high in students
misconception.
52 REFERENCES
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