AN ANALYSIS ON BIOLOGY EDUCATION STUDENTS’ MISCONCEPTIONS ON CIRCULATORY AND RESPIRATORY SYSTEM IN FACULTY OF
MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
A THESIS
Submitted In Partial Fulfillment of the Requirement for Degree of Magister Pendidikan
By : SYAHRIANI Reg. Number 8136174029
POST GRADUATE PROGRAM STATE UNIVERSITY OF MEDAN
ii ABSTRAK
SYAHRIANI. An Analysis On Biology Education Students’ Misconceptions on Circulatory and Respiratory System in Faculty of Mathematics and Natural Sciences State University of Medan. Postgraduate Program State University of Medan 2016
Penelitian ini bertujuan untuk mengidentifikasi miskonsepsi mahasiswa calaon guru pada sistem peredaran dan pernapasan dengan menggunakan tes diagnostik dan wawancaran. Populasi pada penelitian ini adalah seluruh mahasiswa yang aktif pada tahun ajaran 2014/2015. Tes diagnostik adalah tes pilihan ganda yang dimodifikasi dengan menambahkan tingkat keyakinan jawaban mahasiswa yang digunakan untuk menyelidiki dan mengidentifikasi miskonsepsi pada mahasiswa pendidikan biologi mengenai sistem peredaran dan sistem pernapasan. Skor tertinggi pada tiap soal test diagnostik adalah +3 dan skor terendah dalah -1. Berdasarkan hasil jawaban tes diagostik, mahasiswa akan dikelompokkan menjadi kelompok atas, kelompok sedang dan kelompok rendah. Kemudian dua perwakilan mahasiswa dari setiap kelompok diwawancara. Hasil dari penelitian ini diperoleh bahwa sebanyak 68.81 % mahasiswa mengalami miskonsepsi tendang sistem peredaran dan sistem respirasi. Mahasiswa mengalami miskonsepsi hampir pada setiap konsep sistem peredaran dan sistem pernapasan. Namun miskonsepsi yang paling banyak dapat ditemukan pada konsep proses peredaran darah, pembuluh darah, perdaran pada invertebrata, respirasi pada vertebrata dan proses respirasi manusia. Hasil analisis wawancara mengungkapkan bahwa miskonsepsi tersebut berasal dari mahasiswa sendiri, metode mengajar, dan buku pegangan siswa.
iii ABSTRACT
SYAHRIANI. An Analysis On Biology Education Students’ Misconceptions on Circulatory and Respiratory System in Faculty of Mathematics and Natural Sciences State University of Medan.Postgraduate Program State university of Medan 2016
This study was aimed to identify biology student teachers misconceptions on circulatory and respiratory system by using diagnostic test and interview. The population of this reasearch was all active biology education students in acdemic year 2014/2015. The diagnostic test is the multiple choice test which is modified by involving the respondents confidence level that was used to detect and identify misconceptions of biology education students related to the concepts circulatory and respiratory system. The highest score for each question of diagnostic test is +3 and the lowest score is -1. According to the result of the diagnostic test the students were grouped into upper, middle and lower group. Then two representatives students of each grouped were interviewed. The result of this study revealed that 68.81% students possed misconceptions on circulatory and respiratory system. Students’ misconceptions was mostly found on the whole concepts of circulatory and respiratoy system. However the highest rate of misconception was on the concept of blood circulatory process, blood vessels, circulatory of invertebrates,respiratory of vertbrates and human respiratory process. The result of interview analysis revealed that the causes of misconceptions derived from students itself, teaching methods and students’ hand book.
iv
ACKNOWLEDGEMENT
First of all, I would like to praise and gratitude to Allah SWT Almighty for graciious and merciful that has given the health and strength to me so that this thesis entitled An Analysis on Biology Education Students’ Misconceptions on Circulatory and Respiratory System in Faculty of Mathematics and Natural Sciences State University of Medan can be completed properly in accordance with planned time.
During writing this thesis, the writer had the guidance, assistance and prayer support from the various parties. Sincere thanks should always be offered to my beloved parents H. Syamsir, S.E. and Hj. Azmaini, S.H. for their encouragement support and motivation during writing this thesis. I would like to express my genuine gratitude to my adviser Dr. Hasruddin, M.Pd. and Dr. Ely Djulia, M.Pd. who have given great support to me throughot my research. This study wouldn’t be possible without their suggestions and guidance. they did not contribute to valuable advice and criticism, but also provided strength by encourgement and moral incentive.
Thanks are also due to the head and secretary of Biology Education Study Program: Dr. Hasruddin, M.Pd. and Dr. Fauziyah Harahap, M.Si. and also the staff Anna for their comitment to facilitate the students of Postgraduate Program of Biology Education and for their trust that provided me confidence. Last but not the least, I am greatly thankful to all my friends and collegues of biology class B2. Therefore the author, the author would like thank profusely to:
1. Prof. Dr. Bornok Sinaga, M.Pd. as the Director of Post graduate Program of State University of Medan who has allowed the authors to carry out the research.
2. Lectures of Biology Study Program in Post graduate of Post Graduate State University of Medan which have provided knowledge to the author during the lectures.
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4. All off the staff in Post Graduate Biology Study Program, State University of Medan who have given the knowledge that are useful for the author during academic program.
5. Dean and Vice Dean I of Faculty of Mathematics and Natural Sciences State University of Medan Dr. Asrin Lubis M.Pd. and Prof. Dr. Hebert Sipahutar, M.Sc who have given permission for the author for doing research in Biology Department Faculty of Mathematics and Natural Sciences State University of Medan.
6. Drs. Zulkifli Simatupang, M.Pd. and Dra. Meida Nugrahalia, M.Sc. for their kindness to allow author in conducting this reasearch at Biology Department Faculty of Mathematics and Natural Sciences State University of Medan.
7. Students of Biology Depatmenment who have received the presence of author during research in their class
8. All my friends especially for Dina Kharida, Alfi Safitri and my future husband Muhammad Badzlan Darari, M.Pd. for his motivation, kindnes and encouragement to author.
9. The rest who are too many to mention but who have never felt bored of reminding me to complete this thesis.
Finally, I hope suggestions and critics from the readers in order to revise this thesis. Hopefully this thesis can be useful and give functions for the readers’ knowledges especially about misconceptions on biology.
Medan, January 2016
Writer,
Syahriani
vi
TABLE OF CONTENT
Page
Approval Sheet i
Abstract ii
Acknowledgemnt iv
Table of Content vi
List of Tables ix
List of Figures x
List of Appendices xi
CHAPTER I INTRODUCTION
1.1 The Background of The Study 1
1.2.The Problem of the Study 7
1.3.The Scope of the Study 7
1.4.The Formulation of The Study 8
1.5.The Objectives of The Study 8
1.6.The Significance of The Study 9
CHAPTER II
REVIEW OF LITERATURE
2.1.1 Constructivism Theory 10
2.1.2. Concept, Conception and Preconception 12
2.1.3. Misconceptions 16
2.1.4. Misconceptions on The Level of Education 17
2.1.5. Misconceptions on The Field of Study 18
2.1.6. Misconceptions of Biology 18
2.1.7. Sources Of Misconceptions 20
2.1.8. Identification of Misconceptions 25
2.1.9. Prevention Misconceptions 39
2.1.10. Description about Circulatory System and Respiratory System 31
2.1.11. The Relevance Studies 31
2.2. Conceptual frameworks 35
CHAPTER III
RESEARCH METHODS
3.1. Location and Time 37
3.2. Population and Sample of Research 37
3.2.1. Population 37
3.2.2. Sample 37
3.3. Design of The Research 38
3.4. Operational Definitions 40
vii
3.5.1. Making Instrument 40
3.5.2. Distribution Instruments 41
3.5.3. Data Collection 41
3.5.4. Data Analysis 41
3.6. Data Collection Technique 41
3.6.1. Diagnostic tests 41
3.6.2. Interview 43
3.7.Data Analysis Technique 44
3.7.1. Grouping Data 44
3.57.2. Misconception Percentage Calculation 45 3.7.3. Determining subjects / matters possess misconceptions 46 3.7.4. Finding the causes of misconceptions through interviews 46
CHAPTER IV
RESULTS AND DISCUSSIONS
4.1 Results 47
4.1.1 Undergraduate Student’s misconception 47
4.1.2 Stundents Misconception on Circulatory and Respiratory System 48 4.1.3.The Comparison of Student’s Misconceptions on Cirulatory System
Concepts 49
4.1.4. The Comparison of Student’s Misconceptions on Respiratory
System Concepts 50
4.1.5. Misconceptions on Circulatory and Respiratory System
Concepts Based on Interview Results 51
4.2 Discussion 60
4.2.1. Student misconceptions 60
4.2.2. Students Misconceptions on Circulatory System Concepts 62 4.2.2.1.Student’s Misconceptions on Blood Component Concept 62 4.2.2.2.Student misconceptions on Subtopic of Blood Clotting
Mechanism 62
4.2.2.3.Student misconceptions on Sub Topic Blood Types 63 4.2.2.4. Student misconceptions on Heart Concept 63 4.2.2.5. Student misconceptions on Blood Vessels Concept 64 4.2.2.6. Students Misconception on Blood Circulation Process Concept 64 4.2.2.7. Students Misconceptions on Lymphatic System Concept 65 4.2.2.8. Students misconceptions on Human Circulatory System
Disorders Concept 65
4.2.2.9. Student misconceptions on Invertebrates Circulatory Systems
Concept 66
4.2.2.10. Student misconceptions on Vertebrate Circulatory System 67 4.2.3. Student misconceptions on Respiratory System Concepts 67 4.2.3.1. Student misconceptions on The Definition Breathing and
Respiration Concept 67
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4.2.3. 5. Student misconceptions on The Disorders of the Human
Respiratory System Concept 70
4.2.3. 6. Student misconceptions on Respiratory System of Invertebrates
Concept 71
4.3.Causes of Students’ Misconception 72
4.4.Limitation of The Study 76
CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
5.1. Conclusions 78
5.2. Implications 79
5.3.Suggestions 80
x
LIST OF FIGURES
Page Figure 2.1. Rate Scheme of Two Dimensional Test 28
Figure 2.2.The Study Conceptual Framework 36
Figure 3.1. The Research Design 40
Figure 4.1. The Percentage of Students’ Misconception 47
Figure 4.2. The Comparison of Students Misconception on Circulatory
System’ Concepts 49
Figure 4.3. The Comparison of students misconception on Respiratory
System Concepts 50
Figure 4.4. The Proportion of The Students Concept Sources
xi
LIST OF TABLES
Page Table 2.1. Common Misconceptions in Biology 19
Table 3.1 The number of classes and the total population 37
Table 3.2. The Assessment Rate of The Diagnostic Test 42
Table 3.3. The Question pattern of Diagnostic Test 43
Tabel 4.1.Comparison of Students Diagnostic Test Score Averages,
on Circulatory and the Respiratory System Concepts 48
Table 4.2. Misconceptions on Circulatory and Respiratory System based
on the Results of Interview 51
Tabel 4.3. Students’ Reason in chosing Answer to Diagnostic Tests 53
Table 4.4. Source of concept obtained by Student on Circulatory and
Respiratory System subtopics 57
xi
LIST OF APPENDICES
Page Lampiran 1 Daftar Konsep Materi Sistem Peredaran Darah
dan Sistem Respirasi 85
Lampiran 2 Deskripsi Materi 89
Lampiran 3 Tes Diagnostik 96
Lampiran 4 Kunci Jawaban 106
Lampiran 5 Wawancara untuk Mengetahui Penyebab Utama
Miskonsepsi Mahasiswa 107
Lampiran 6 Frekuensi Jawaban Mahasiswa 121
Lampiran 7 Perbandingan Hasil Analisis Miskonsepsi Mahasiswa Angkatan 2012 dan Angkatan 2013 Berdasarkan
Kelompok Miskonsepsi 124
Lampiran 8 Jumlah Mahasiswa Kelompok Tinggi, Sedang, Dan Rendah 125
Lampiran 9 Hasil Analisis Skor Diagnostik Miskonsepsi Mahasiswa
Stambuk 2012 dan 2013 129
Lampiran 10 Pengelompokan Miskonsepsi Mahasiswa Stambuk 2012
dan 2013 135
Lampiran 11 Perbandingan Hasil Analisis Rata-rata Skor Diagnostik Miskonsepsi Mahasiswa Stambuk 2012 dan 2013 pada
Materi Sistem Peredaran Darah dan Sistem Respirasi 141
1
CHAPTER I INTRODUCTION
1.1 The Background of The Study
Misconception researches indicate that students have considerable degree
of misconceptions related to biological concepts. Many concept in biology are
abstract and difficult to understand especially about the various terms, abstract
and complicated process in biology. At this point, there is a need to identify the
sources of those misconceptions. Misconceptions may originate from certain
experiences that are commonly shared by many students. Some of them rooted in
everyday experiences. For instance, in our society there is a common belief that
there should not be flowers in the bedrooms. Furthermore, in daily life,we add
word 'fish' behind dolphin and seal which imply that they are fish rather than
mammals.
The study of misconception in biology are not the novel research.
Misconceptions may impede the understanding of the biology concepts, because
many biological concepts are closely interrelated so that misconceptions of one
concept will distract the comprehension of another concept. Previous studies have
investigated that many misconceptions that occur in the biology topic. They are
including misconceptions about the cell biology (Kara, 2008; Boo, 2007),
photosynthesis (Kose, 2008), circulatory (Pelaez, 2005; Yip, 2010), human
respiratoy system (Michael, 1999), genetics (Long, 2008) and evolution (Nelson,
2008; Yates, 2014).
A large number of prior studies reported that many conceptional problems
concerning circulatory and respiratory system (Bajd, 2010; Cliff, 2006; Michael et
2
teachers’ misconceptions about circulatory and respiratory system was rarely
found. If higher education curriculum designers knew students’ misconceptions, it
might be helpful to prepare effective teaching strategies. Teachers can play an
important role in teaching scientific concepts and, from a constructivist
perspective, students should gain meaningful knowledge about biological
concepts like circulatory and respiratory system. Biologically literate students
should be able to use and apply basic biological concepts when considering
biological problems or issues.
The concept of the circulatory system and respiratory system is extremely
important in biology because it is the key to learning the basic life processes. The
concept of the circulatory system and respiratory system is also related one to
another. The circulatory system and respiratory system work closely together
within the body. Oxygen, which is an essential part of the metabolic process of
nearly all cells, is gathered through the respiratory system and transported through
the bodies of complex organisms, such as humans, through the circulatory system.
These two systems also work together to eliminate carbon dioxide, which is a
metabolic waste product (Prokop, 2006).
A review of the research literature shows that several studies have been
conducted involving misconceptions about the circulatory system.One of the most
frequent misconceptions in this topic can be stated as follows: “The heart has the
function to store, filter, prepare or clean the blood”(Tekkaya, 2002). Özgür (2012)
conducted a study with various grades of students to identify their alternative
conceptions about the human blood circulatory system. The findings of the study
3
of blood, structure of the heart, function of the heart, circulatory pattern,
circulatory/ respiratory relationship and closed circulation. Similar to students,
biology teachers were found to hold misconceptions in the same topic (Yip,
2010). Such misconceptions held by teachers were transmitted to their students
through the questions that the teachers asked.
Many students even adults have misconceptions about respiration. In
everyday life we say that we breathe with our lungs, fish breathe with gills and
amphibians breathe through their skin. This process is not breathing but
inspiration and expiration, exchange of the air. Inhaled air, high in oxygen and
low in carbon dioxide, travels through the respiratory tract deep into the terminal
portions of the lungs; this is inspiration. There, oxygen diffuses across the lung
surface into the blood. From the lungs, oxygenated blood is carried to the heart
and then, via the systemic circulatory system, to all part of the body. The real
biologically accepted definition of breathing is, in fact, at the cellular level. Many
investigations show that this topic is very difficult to understand (Bajd, 2010).
Uzoamaka (2014) found that student’s error and misconceptions of respiration
were partly contributed by the teacher’s and partly by students’ lack of
understanding of the conceptual areas of respiration themselves. The result was
discussed and its implication to biology education was given through the finding
of the study showed that conceptual errors exist between students and their
teachers.
Studies related to misconceptions are being conducted seriously all over
the world. Indonesia has numerous research related to misconceptions such as in
4
include the topic of animal classification (Panggabean, 2011), circulatory system
(Rabitah, 2011), cells (Gultom, 2011), respiratory system and excretory system
(Purba, 2011). In Indonesia studies related to students’ misconceptions and
teachers’ misconceptions in biology are being done but rarely found in biology
student teachers . Whereas the study of misconception in student teachers is also
crucial to be implemented. The consideration of misconception that occurred in
the teacher begins when they were the student teachers. Purba (2011) reported that
68.95% biology education students have misconceptions on the concept of cell
biology. Earlier study of misconceptions on the teacher candidates will prevent
misconceptions when they become the teacher someday. Therefore, a study of
student teachers’ misconceptions has great significance.
Biology education students of FMIPA Unimed are teacher candidates. For
prospective teachers, students should be able to gather information and apply
basic right concepts of biology when facing problems or issues concerning
biology. Lack of knowledge and teachers’ mastery on the learning concept will
lead to the lack details of the lessons presentation that can lead to misconceptions
when they become the teachers in the future and for their own students.
Students who have misconceptions will hold a concept which they
believed to be true and this will lead to misconceptions are stable and resistant to
change. Misconceptions can disrupt the learning process due to incorrect logic
when studying new right concepts. Misconception is considered latent obstacles
because its existence is generally not detected when it is not being challenged
5
have a negative impact on future learning especially when they learn about the
fundamental topics such as circulatory system and respiratory system.
Biology education students of FMIPA Unimed learn circulatory system
and respiratory system in course namely Animal Physiology and Human Anatomy
and Phsyology. Students come to college with varying background of education
and experience with ideas about and explanation of the natural physiology, most
students enter the physiology classroom with one or more fundamental
misconceptions about circulatory and respiratory physiology. The students
harbour misconception and still hold the wrong concept make them face the
difficulties in learning circulatory system and respiratory system.
Most of biology education students in FMIPA Unimed still rely to the
information that was delivered by the lectures and also text book from the college.
The students are rare having another text book even to borrow in the library. The
students are expected to more actively explore their critical and analytical thinking
about the concept about circulatory system and respiratory system. The lack of
interest and curiosity of students to learn and explore further depth about
circulatory system and respiratory system are the main factors in misconception
The result of preliminary interview stated that in learning the topic of
circulatory system and respiratory system, most students of biology education in
Unimed have the impediments to mastery the concepts, although it is considered
that circulatory system and respiratory system are not the difficult topic. Most of
them still confuse about the differences between arteries and veins, the location
gas exchange, that take place in alveolus, even they still confuse the relationship
6
impact of this situation resulted that half of students were not passed in the
formative test related the topic circulatory system and respiratory system and in a
third of students got C in course human anatomy and physiology and animal
physiology.
The investigation of misconceptions in Biology student teachers has been
a substantive feature of the work of the Science Education research community.
The importance of investigating misconceptions is emphasised by the number of
student teachers that possess misconceptions and are transferring these
misconceptions to the minds of the students they teach . For student teachers in
particular, misconceptions are a concern as they may leave their initial teacher
education program without having found a way of dealing with this issue. The
quality of student achievement is nowadays increasingly understood to depend on
the quality of the teachers . Therefore, in order to improve ecience education, it is
imperative that teachers find a satisfactory way to identify and amend
misconceptions that they may have during their teacher education courses (Galvin
and Grady, 2012).
Although the previous studies related to misconceptions are numerous and
had been accomplished but the study on misconceptions are still needed in the
educational world. We are expected to realize that misconception is the root of
obstacles in the teaching learning process. The educators are in charged to conduct
the study about the problems of learning that caused by misconceptions. The
study of misconception is still important and has a role for the improvement of the
7
1.2. The Problem of the Study
According to the background of the study description,the problems are
identified as follows: (1) The presence of misconceptions on the concept of
circulatory system and respiratory system in biology education students; (2) The
misconceptions of biology education students of FMIPA Unimed in the concept
of circulatory system and respiratory system related to the structures and function
of each organ and the various scientific terms; (3) Misconceptions of of biology
education students of FMIPA Unimed could possibly be originated from their
preliminary knwoledges and personal experiences from the background of
education, the lack of students’ curiosity to explore the informations in various
literatures circulatory system and respiratory system related to the topic
circulatory system and respiratory system; (4) The effect of misconceptions in
biology education students of FMIPA Unimed leads to the unstisfactory learning
achievement in human and animal a physiology courses; and (5) Misconceptions
can bring the negative effects for biology education students who will later be
biology teachers who also deliver their misconceptions to their students
1.3. The Scope of the Study
Based on the problem of the study, the scope of the study is intended to
discuss such as the following: (1) Misconception of biology education students
batch of 2012 and 2013 in the topic of circulatory system and respiratory system ;
(2) The identification of concepts in which the biology education students are
found to possess misconception in Faculty of Mathemathic and Natural Sciences
8
education students of Faculty of Mathemathic and Natural Sciences State
University of Medan.
1.4. The Formulation of The Study
The problems of this research are formulated in questions such as the
following:
1) What percentage of biology education students have misconceptions about
circulatory system and respiratory system in Faculty of Mathemathic and
Natural Sciences State University of Medan?
2) Which concepts do biology education students hold misconceptions about
circulatory system and respiratory system in Faculty of Mathemathic and
Natural Sciences State University of Medan?
3) What are the causes of misconceptions on circulatory and respiratory system
of biology education students in Faculty of Mathemathic and Natural
Sciences State University of Medan?
1.5. The Objectives of The Study
Based on the background of the study,the objectives are intended:
1) to obtain the percentage of misconceptions of biology education students
about circulatory system and respiratory system in Faculty of Mathemathic
and Natural Sciences State University of Medan.
2) to identify misconceptions on the concepts of circulatory and respiratory
system that are found on biology education students in Faculty of
9
3) to investigate the causes of misconception of biology education students
about circulatory and respiratory system in Faculty of Mathemathic and
Natural Sciences State University of Medan.
1.6. The Significance of The Study
These research findings are hoped to be useful as the following :
1. Theoretically, the results of this study are expected to contribute ideas and
reference materials for lecturers, teachers, lecturers, managers of educational
institutions and further researchers who want to know more about the
explanation of the misconceptions.
2. Practically, the result of this study is expected to be the informations to
improve the quality of learning and equip students and teachers with the
necessary conceptual knowledge in solving scientific problems. In addition,
the results of this study are also expected to follow through in changing
misconceptions on biology education students of the Faculty of Mathematics
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CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
1.1.Conclusions
Based on the results of the study, the conclusions as follows :
1. The percentages of biology education students’ misconceptions
respectively found: 68.81% students possess misconceptions
2. The misconceptions of sub topics on circulatory system that were found
as follows : blood components, blood clotting mechanism, blood types,
hearts, blood vessels, blood circulation process, lymphatic system, human
circulatory system, invertebrates and vertebrates circulatory system on
students exclude blood clotting mechanism and blood types.
Misconceptions of sub topics on respiratory system that were found as
follows : definition of breathing and respiration, respiratory organs, human
respiration mechanism, gas exchange process, the disorders of human
respiratory system. Invertebrates and vertebrates respiratory system.
3. The causes of misconceptions come from : students itself, learning
methods, and learning sources such as modules,books, or copies of
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1.2.Implications
The research implies that misconception is very important to be revealed
on student teachers especially for the concepts on biology matters. By knowing
and analyzing the persistence of student teachers’ misconception would give the
extent of students' understanding of right scientific concepts on biology matters,
both in the concept of the circulatory and the respiratory system, since
misconceptions is a concept that is incompatible with the scientific sense or
understanding accepted expert in a field of science. Therefore, the awareness of
misconceptions that exist on the students’ knowledge neeSD to be improved on
the wrong concept of biology matters at this time.
If misconceptions have entered into the cognitive structure of students,
then such misconceptions will continue untill it will affect the students in
accepting a new concept. And most students will consistently develop wrong
concepts, and inadvertently constantly interrupt the lesson. Errors in
understanding this concept will appear in everyday experience and very difficult
to be fixed. Misconceptions that found on students can hinder the process of
acceptance and integration of new knowledge in accordance with the right
scientific concept in the way of students thinking. Therefore, we need a strong and
fundamental conceptions of the students by connecting the old concept with a new
concept that led to the right concept to each sub-matter on the topic circulatory
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1.3. Suggestions
Based on the above conclusions, then as a form of follow-up in this study
there are suggestions in an effort to obtain a student misconceptions, as follows:
1. The lecturers, especially biology lecturer before or begin the process of
learning in the classroom, should first conduct an analysis test to
determine students misconceptions on biology matters, according to the
ways of students answer the right concepts through the administered
questions. It aims to know whether the student's knowledge contains
misconceptions that are still carried over when time in school or training
period before the college students.
2. Suggest the next researcher to develop the results of this study in order to
the research contributions can be useful as a source of information on the
use of good learning with knowledge of the misconceptions in order to
find on students misconception is crucial to know. Thus the sources of
misconception are important to be acquired in following various aspects:
the source of teaching materials such as books, and educators (teachers
and lecturers).
3. Based on the results of this study, recommend to the next researcher to
develop this research to overcome misconceptions in the level of
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