IDENTIFICATION OF BIOLOGY TEACHER MISCONCEPTION IN INVERTEBRATE CLASSIFICATION IN SENIOR HIGH
SCHOOL AT DISTRICT OF MEDAN KOTA
By:
Lydia TrisnawatiSilalahi 4113141047
Bilingual Biology Education
THESIS
Submitted to Fulfill the Requirement for the Degree of SarjanaPendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
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ABSTRACT
IDENTIFICATION OF BIOLOGY TEACHER MISCONCEPTION IN INVERTEBRATE CLASSIFICATION IN SENIOR HIGH
SCHOOL AT DISTRICT OF MEDAN KOTA
(Lydia Trisnawati Silalahi, IDN. 4113141047)
The purposes of this study were to identify the presence of misconception and to find out the concepts that had been misconceived by high school biology teacher on invertebrate at District of Medan Kota. The research type was descriptive. Population in this research was all of high school biology teacher at District of Medan Kota. The samples were 13 biology teachers from 2 SMA Negeri and 5 SMA Swasta. Data were collected by using diagnostic test. The finding of this study was teachers of SMA at District of Medan Kota categorized into low misconception. Percentage of teachers that experienced misconception was 53.8% and it categorized into low misconception. The highest score of respondents was 2.39. The item test that most experienced misconception was item 12 with average score 0.27. The teachers got misconception in all fifteen concepts, mainly in concept Plathyhelminth life cycle. Most of teachers think that stage of tapeworm infection in the human body occurs in the egg phase. It is actually occurs in the cysticercus larva. The author was proposed that biology teachers at District of Medan Kota should further enhance the conceptual understanding by using more reliable sources.
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ACKNOWLEDGEMENT
Praise and thanks to the Lord Jesus Christ for His grace and love, the has
completed this thesis entitled “Identification of Biology Teacher Misconception in
Invertebrate Classification in Senior High School at District of Medan Kota”.
This thesis would not be completed without supports, guidance, and suggestion
from my parties.
First and foremost, my appreciation goes to the Dean of FMIPA UNIMED, Dr.
Asrin Lubis, M.Si, the Head of Biology Department, Dr. Hasruddin, M.Pd, the
Coordinator of Bilingual Program, Dr. Iis Siti Jahro, M.Si. My thesis supervisor, Prof.
Dr. Herbert Sipahutar, MS, M.Sc, for his guidance, help, and support during write this
thesis. Drs. Lazuardi, M.Si, Dra. Martina Asiati Napitupulu, M.Sc, and Dra. Uswatun
Hasanah, M.Si help are also importantly acknowledged for the suggestions and
comments.
I also admit the crucial contribution of the priciples of SMAN 10 Medan, Drs. H.
Sufrizal Tanjung, M.Si; SMAN 18 Medan, Drs. Arsad Sembiring, M.Ed; SMAS Wiyata
Dharma, Tomy Halim, S.Pd; SMAS W.R. Supratman 1, Amir Hamzah, S.P, S.Ag;
SMAS Advent, Kolom Simbolon, S.E, S.Pd; SMAS Tunas Gajah Mada, Dra. Gusyma
Zardina, S.Pd.I; SMAS Widyasana Utama, Bambang Hendrajaya, S.H; for their
kindness to be very cooperative in process and procedure of the research. All teachers at
District of Medan Kota for their participationand help. The principles of SMAS
Methodist 7 Medan, Drs. S. Panjaitan; SMAS Kebangsaan, Siti Sarah Batubara, S.Pd.I;
SMAS Medan Putri, Drs. Harun Nasib, MS, S.Pd.I; SMAN 1 Tanjung Morawa, Drs.
Kasman Butar-Butar, M.Pd for their help in the process of instrument validity.
My greatest thanks also go to my parents, K. Silalahi, S.E and Dra. M. Aritonang.
They spent life time on their knees, praying for me, together with my sister and my
brothers for their help and prayers. At least, I remember all prayers and supports in
various ways that everybody has showed me for the completion of my thesis.
Medan, 19 January 2016
The Writer
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BIOGRAPHY
Lydia Trisnawati Silalahi was born on October 23, 1993 in Medan, North
Sumatera. She is the last child from three children of K. Silalahi, S.E. and Dra. M.
Aritonang. She started study in 1998 in TK Swasta Betania Medan and continued
her studyin SD Swasta Katolik Budi Luhur Medan. Then, she continued in SMP
Swasta Katolik Tri Sakti 1 Medanand SMA Swasta Sutomo 1 Medan. After
finished in Senior High School, she continued in Biology Education Study
Program of Mathematic and Natural Science Faculty in Universitas Negeri
Medan.
She developed her ability in paper challenge. She had been nine finalistin
Pertamina National Science Olympiad at the provincial level, study field Biology
in 2013. She is a laboratory assistant in Experiment General Biology 1 & 2 and
also assistant in Computer Application in the academic year 2013/2014. She also
involves as a member of BIOTA (Biologi Pecinta Alam), UKMKP (Unit Kegiatan
Mahasiswa Kristen Protestan), IKBKB (Ikatan Keluarga Besar Kristen Biologi),
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TABLE OF CONTENT
Page
APPROVAL SHEET i
ACKNOWLEDGEMENT ii
BIOGRAPHY iii
ABSTRACT 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. Problem Scope 4
1.4. Research Question 4
1.5. Research Purpose 4
1.6. Research Benefit 4
CHAPTER II THEORETICAL REVIEW
2.1. Concept, Conception and Preconception 5
2.2. Misconception 7
2.2.1. Definition 7
2.2.2. Types of Misconception 7
2.2.3. Sources of Misconception 9
2.2.4. Characteristic of Misconception 10
2.2.5. Misconception and Learning Process 10
2.2.6. Misconception in Biology 12
2.3. Identification of Misconception 13
2.3.1. Instrument to Identify Misconception 13
2.3.2. Obstacles 15
2.4. Previous Studies 15
2.5. Conceptual Framework 16
CHAPTER III RESEARCH METHODOLOGY
3.1. Research Location and Time 18
3.2. Type of Research 18
3.3. Population and Sample 18
3.4. Research Instrument 19
3.5. Instrument Testing 20
3.5.1. Instrument Test for Teacher Misconception Identification 20
3.5.2. Validity Test 21
3.5.3. Reliability Test 21
3.5.4. Difficulty Level Test 22
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3.6. Data Collection Technique 23
3.7. Research Procedures 25
3.8. Data Analysis 27
CHAPTER IV RESULT AND DISCUSSION
4.1. Results 28
4.1.1. Description 28
4.1.2. Instrument Test 28
4.1.2.1. Validity Test 28
4.1.2.2. Reliability Test 28
4.1.2.3. Difficulty Level Test 29
4.1.2.4. Discriminant Power Test 29
4.1.3. Identification of Teacher Misconception 29 4.1.4. Identification of Misconception of Each Item 30 4.1.5. Identification of Misconception of Invertebrate Concept 31
4.2. Discussions 33
4.3. Research Limitation 35
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1. Conclusions 36
5.2. Recommendations 36
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LIST OF FIGURE
Page
Figure 2.1. Conceptual Framework 17
Figure 3.1. Assessment Scheme for Diagnostic Test 20
Figure 4.1. Average Score of Diagnostic Tests of Each Respondent in
Invertebrates 29
Figure 4.2. Average Score of Teachers Misconception per Item Number 30
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LIST OF TABLE
Page
Table 2.1. Misconception in Biology 12
Table 3.1. List of Samples 19
Table 3.2. Validity Criteria Item 21
Table 3.3. Reliability Classification 22
Table 3.4. Level of Difficulty Index 23
Table 3.5. Criteria of Teachers’ Answers 24
Table 3.6. Scoring Criteria 24
Table 3.7. Misconception Category Level 25
Table 4.1. Number of Research Samples 28
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LIST OF APPENDIX
Page
APPENDIX 1 QUESTIONAIRE 42
APPENDIX 2 LATTICE MATTER OF INVERTEBRATE 43
APPENDIX 3 DIAGNOSTIC TEST 45
APPENDIX 4 ANSWER KEY 51
APPENDIX 5 LIST OF HIGH SCHOOL AT DISTRICT OF MEDAN KOTA 52
APPENDIX 6 CALCULATION OF VALIDITY TEST 53
APPENDIX 7 TABLE OF VALIDITY TEST CALCULATION 55
APPENDIX 8 CALCULATION OF RELIABILITY TEST 56
APPENDIX 9 TABLE OF DIFFICULTY LEVEL TEST CALCULATION 57
APPENDIX 10 CALCULATION OF DIFFICULTY LEVEL TEST 58
APPENDIX 11 CALCULATION OF DISCRIMINANT POWER TEST 59
APPENDIX 12 TABLE OF DISCRIMINANT POWER TEST
CALCULATION 60
APPENDIX 13 DIAGNOSTIC TEST SCORE OF SENIOR HIGH SCHOOL
BIOLOGY TEACHER AT DISTRICT OF MEDAN KOTA 61
APPENDIX 14 CALCULATION OF MISCONCEPTION IDENTIFICATION
OF ITEM NUMBER 62
APPENDIX 15 CALCULATION OF MISCONCEPTION IDENTIFICATION
OF CONCEPT 63
CHAPTER I INTRODUCTION
1.1. Research Background
Biology course is one of the courses that students and teachers experience
difficulty because it has many abstract concepts that may because students have
difficulty in constructing knowledge. In the learning process, the establishment of
teaching materials concepts is very important because it can affect the students
understanding directly which these concepts form the basic thinking to solve
problems. In line with the development of science and technology, scientific
concepts that exist also change. However, due to various factors, such as
information lag, causing the new concepts has not been known so it can not
immediately update. If the concepts owned by teachers and students opposed with
the scientific concepts will cause barriers to the acceptance of new concepts that
will be studied (Sakdiah, 2011).
Misconceptions are generally resulted from some sources, such as (1)
personal experience, (2) the use of inappropriate language by teachers, (3) teacher
explanations and teaching methods, and (4) background of teacher education
(Fadillah, 2014). Teachers who have difficulty in delivering teaching materials
may use alternative teaching methods that will be able to be understood by the
students. As educators, service and pre-service teachers have a significant
influence on students' knowledge and understanding that increase the probability
of misunderstanding which they hold to be embedded in the students they teach.
In order for teachers to implement the strategy of conceptual change among their
students, they need to have a very high standard in content knowledge and a high
level of awareness of students' misconceptions. Misconceptions are resistant
because has happened interference between the concepts learned with the concept
being studied, so that if it neglected, and not immediately followed up will have a
2
Various terms are used to show misconception, that is: naïve concept,
alternative conception, misunderstanding, or erroneously thought (Bell, 1981;
Yip, 1998; Bahar et al., 1999). Many of literatures show that the understanding of
biological concepts that is not accordance with the literatures or scientific concept
called misconception (Blosser, 1987; Tekkaya, 2002). Misconceptions in science
concepts occurred in many countries ranging from elementary to university level
(Novak, 1984). In biology, many natural concepts are relate one each other,
therefore, if there is a misconception in the concepts could result misconceptions
in the other concepts (Tekkaya, 2002). Biological concept that is abstract will
difficult to be understood by teachers and students so that will easily cause
misconceptions (Tambunan, 2011). Misconceptions are usually found in some
topic, for examples, in photosynthesis, genetics, circulatory system, cells,
respiration, nervous system, invertebrate and vertebrate, and evolution (Tekkaya,
2002).
Invertebrate classification is one of the most common concepts provide the
possibility of misconception, because of the many abstract concepts, for example
Plathyhelminths, Nemathelminths, and Annelids are difficult to differentiate
because all of themare in the form of worms; Arthropods have a lot of class
classification so that the grouping often mistaken, and Echinoderms that all
examples are rarely/almost never encountered in everyday life. Based on
interviews that author did with six biology high school teachers at District of
Medan Kota showed that some teachers are wrong classifying animals. Spiders
were classified as insects, bees lived in the nest and can not fly away, bee sting
many times, the insects can not live in water, and earthworms that had been cut in
half still survive (Panggabean, 2012). Bucher et al. (2010) found that from all
teachers that teach the topic of invertebrate classification have difficulties in
explaining the topic. Teachers who have not mastered the matters or
misunderstood the concepts could lead to misconception; it will also have an
impact on students and tend to be a danger that would disrupt the learning process
3
The role of competent teachers is needed to straighten out misconceptions.
However, in reality, there are many teachers who have misconception in the
learning process (Suryanto, 1997). This is caused by several things, for example
teacher development patterns that are less focused, the numbers of lessons that
much, inadequate facilities, and the condition of textbooks which are less
supportive (Berg, 1990).Some studies revealed that misconception does not only
happen in the students but also in teachers (Boo, 2004).
According to Hewindati (2004), teachers' mastery to the material is the
basic thing that should be owned in the teaching and learning process. The
explanation given by the teacher can be the source of student misconceptions.
Therefore the teachers are expected to understand the concepts of subject matter
to be taught to the students before enter the class. Students will be ready to learn
when teachers ready to teach, and the teacher effectiveness to teach is an
important factor in the establishment of students' concept. Misconceptions can be
a latent danger due to disrupt the learning process as a result of incorrect logic
when studying new concepts that true. It was called a latent danger because its
existence is generally not detected when it is not being challenged from other
concepts. If misconception is not removed, misconceptions will have a negative
impact on subsequent learning activities (Pabucu and Geban, 2006). Based on the
background that described above, the writer plans to do the research about
misconception that occurred on biology teacher that entitled: “Identification of
Biology Teacher Misconception in Invertebrate Classification in Senior High School at District of Medan Kota”.
1.2. Problem Identification
Problem that can be identified from the background, are:
1. Invertebrate is topic that provide teachers in misconception
2. Misconception is as a fact that occurred in every study field and experienced
not only by students but also by teacher
4
4. Misconception can source from personal experiences, language that used in
communicate the information, learning methods or strategy, and education
background.
1.3. Problem Scope
Based on the problems identified, this study is to find out the concepts that
have been misconception on biology teacher in invertebrates in X SMA at
Districts of Medan Kota.
1.4.Research Question
The problems of study is formulated as follows, are:
1. How is the category of misconceptions in high school biology teacher in
invertebrate at district of Medan Kota?
2. What are the concepts that have been misconception on biology teacher in
invertebrate?
1.5.Research Purpose
Based on research question that has been written above, the purposes of this
study are:
1. To identify the categories of biology teacher misconceptions in invertebrate
classification in high school at district of Medan Kota.
2. To find out the concepts that has been misconception on biology teacher in
invertebrate classification.
1.6.Research Benefit
This result of research is expected to be useful to add author’s knowledge
about misconception problems which often occurred in education. Moreover, this
study is also expected as a study material to follow up the misconception problem
that occurred in high school biology teacher. This study also expected to be a
research information and as reference to encourage the knowledge of biology
CHAPTER V
CONCLUSIONAND RECOMMENDATION
5.1. Conclusions
Based on the results and discussions, it can be concluded that:
1. The misconception in high school biology teachers in Invertebrates at District
of Medan Kota was classified into low misconception;
2. Teachers were experienced misconception in all fifteen concepts, mainly in the
concept of Plathyhelminth life cycle.
5.2. Recommendations
The research recommendation several suggestions, they were:
1. Misconception can be minimized by encouraging teachers to use more reliable
sources because by having more thoroughly qualified resources, the teachers can
improved their conceptual understanding of topic.
2. Improving the knowledge the concept of teachers through training so that
teachers can help students to understand/mastery concepts to reduce the
37
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