DEVELOPMENT OF INNOVATIVE STUDENT’S WORKSHEET IN LEARNING REDOX AND ELECTROCHEMISTRY TOPIC
TO AVOID STUDENT’S MISCONCEPTIONS.
THESIS
Submitted to Fulfill the Requirement for Getting the Degree of Magister Pendidikan of Chemistry Education Study Program
By :
Ervi Luthfi Sheila Wanni Lubis NIM : 8156141005
POSTGRADUATE PROGRAM
UNIVERSITAS NEGERI MEDAN
MEDAN
i ABSTRAK
ERVI LUTHFI SHEILA WANNI LUBIS, Development of Innovative Student’s Worksheet in Learning Redox and Electrochemistry Topic to Avoid The Student’s Misconceptions. Tesis, Medan: Pendidikan Kimia, Program Pascasarjana, Universitas Negeri Medan. 2017.
Penelitian ini bertujuan untuk mengetahui miskonsepsi mahasiswa pada topik redoks dan elektrokimia, untuk mengetahui sumber yang mempengaruhi miskonsepsi dan untuk menghindari miskonsepsi menggunakan lembar kerja mahasiswa. Penelitian ini melibatkan 93 mahasiwa yang telah mengikuti matakuliah kimia umum II di jurusan kimia Universitas Negeri Medan. Instrumen penelitian ini terdiri dari tes diagnostik Three tier question untuk mengetahui miskonsepsi mahasiswa, lembar wawancara untuk mengetahui sumber miskonsepsi dan lembar kerja untuk menghindari miskonsepsi. Semua instrumen penelitian sudah divalidasi oleh ahli. Hasil penelitian ini menunjukkan bahwa (1) terdapat 56.6% mahasiswa mengalami miskonsepsi pada topik redoks dan elektrokimia. Miskonsepsi tertinggi pada sub topik perbedaan redoks dan bukan redoks, diagram sel Deskripsi reduksi dan oksidasi, Perkaratan logam, Penyetaraan reaksi redoks, potensial sel dan persamaan Nernst, Konsep elektrolisis sel dan massa senyawa/hukum Faraday (2) Terdapat 3 sumber yang mempengaruhi miskonsepsi pada mahasiswa yaitu mahasiswa , internet dan teman (3) Efektifitas lembar kerja inovatif dalam menurunkan tingkat miskonsepsi adalah sebesar 61%.
ii ABSTRACT
ERVI LUTHFI SHEILA WANNI LUBIS, Development of Innovative Student’s Worksheet In Learning Redox and Electrochemistry Topic to Avoid Student’s Misconceptions. Thesis, Medan: Chemistry Program, Postgraduate, State University of Medan, 2017.
The research have objective to know students misconceptions on redox and electrochemistry concept, to know the sources of students misconceptions, to avoid misconception by students worksheet. This research involved 93 students was studied general chemistry II in chemistry department, State University of Medan. Instrument of the research consist of diagnostic test (three tier question) to know misconceptions on students, interview sheet to know sources of misconceptions and students worksheet to avoid misconceptions on students. All of instrument has been validated by expert. The result of research are (1) It was founded 52.6 % students had misconceptions on redox and electrochemistry. The higher misconceptions on sub concept Different of redox reaction, diagram cell, description of reduction and oxidation, corrosion reaction on metal, equalization of redox reaction, potential cell or Nernst Equation, electrolysis concept and mass of substance on electrolysis cell. (2) It was founded 3 sources that affect students misconceptions on redox and electrochemistry, that are Students, Internet and Friends (3) The Effect of innovative Students worksheet to decrease Misconceptions is 61%.
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ACKNOWLEDGEMENT
The greatest praise and thankfulness to the almighty God, Allah SWT for his gracious and blessing who always provide health, spirit, strenght and everything to the writer in finishing this thesis welll and accordance to the planning time. and prophet Muhammad SAW.
This thesis with title “Development of Innovative Student’s Worksheet In Learning Redox and Electrochemistry Topic to Avoid Student’s Misconceptions.” has been arranged to obtain of Magister Pendidikan in Department of Chemistry, Postgraduate Program, State University of Medan.
In this opportunity, I would like to express the great appreciation to all of people that help finish this thesis, that are Dr. Zainuddin Muchtar, M.Si as my thesis supervisor I and Dr. M.Yusuf as my thesis supervisor II that have time to gives so many guidance, suggestion, motivation to prepare and finish this thesis.
I also say thanks to Prof. Dr. Ramlan Silaban, M.Si as head of Chemistry department and as my thesis informant that gives suggestion in this thesis and have time to sign all of bundle and thesis. Dr. Mahmud, M.Sc and Dr. Destria Roza, M,Si as my thesis informant that gives suggestion in this thesis. Prof. Dr. Retno Dwi Suyanti M,Si and Dr. Ajat Sudrajat, M.Si as validator of my instrument. Also thanks to Chemistry Education program that give me chance to did my research.
I gratitude also thanks to Kak Desi Yulian S.Pd as administrator in Chemistry Department, thanks to prepare all of our need during in lecture/pascasarjana, in our seminar and thesis defense, always gives us time and place in office “untuk ngadem” when we not have class anymore and listen our “uneg2” in class.
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Maulana Gama Samudra Lubis S.Psi and Dimas Fadhillah M. Akbar Lubis that give me the meaning of true family with support when I am down.
And special thanks also goes to my best friend, Nurul Wahidah Nasution (nurul ndut) that never change always be fans of food from undergraduate until postgraduate and Sri Rahmania (the weird friend with weird hobby ) that accompany me from undergraduate until postgraduate and Shanty Violita ( good teacher and good wife now) that always with us although she as classmate anymore. Thanks always be with me in sad and happy until 7 years.
Also would like say thanks to my classmate Kimia Reguler Dik A 2015, especially to Tari (the childish one), Bg Awi (The wishes one), Yogi (the un definition one), thanks for your time to accompany me “makan2”, “jalan2”, “koro2” when we stress of this thesis. Also Kristin (the diligent one) thanks to be our partner in “makan2” and suggest Raden as our favorite place, bang Nelius (with jargon “dek tari”nya) and Atika, bang Gaung, Lia and Yelni as the partner in to prepare our thesis examination.
The last for my sister in “kosan gang padi” especially for Ulfa as my roommate that accompany me stay up in the midnight and give some joke to make me not sleepy for finishing this thesis. For my cousin Anggi and for Siti that help me to correct a lot of research instrument that make me in under pressure.
The writer hope this thesis would be useful for everyone who like to explore more about about misconception and learning media in redox and electrochemistry. And writer hope suggestion to make this thesis better.
Medan, April 2017 Writer
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CONTENT
Page
ABSTRAK i
ABSTRACT ii
ACKNOWLEDGEMENT iii
CONTENT v
LIST OF TABLE ix
LIST OF FIGURE x
LIST OF APPENDIX xi
CHAPTER I . INTRODUCTION 1
1.1 Background 1
1.2 Problem Identification 4
1.3 Scope of Research 4
1.4 Problem Statement 5
1.5 Research Objective 5
1.6 Research Benefit 5
CHAPTER II. LITERATURE REVIEW 6
2.1 Misconceptions 6
2.1.1 Identification of Reasons for Misconception 7
2.1.2 Overcome Misconceptions 9
2.2 Misconception on Electrochemistry 11
2.3 Identifying Misconceptions 14
2.3.1 Certainly Respon Index (CRI) 14
2.3.2 Two Tier Question 16
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2.4 Students Worksheet 18
2.4.1 The Function of Students Worksheet 19
2.5 Development of Teaching Material 20
2.5.1 Compiled Students Worksheet 21
2.6 Conceptual Framework 22
2.7 Hypothesis 24
CHAPTER III. METHODOLOGY RESEARCH 25
3.1 Research Location 24
3.2 Population and Sample 24
3.3 Research Design 24
3.4 Definition Operational 26
3.5 Research Instrument 27
3.5.1 Validition of Students Worksheet 28
3.6 Research Procedure 30
3.7 Data Collection and Analysis 33
3.7.1 Classification Data Based on StudentsKnowledge 33
3.7.2 Classification Data Based onMisconception 33
3.7.3 Percentage 34
3.7.4 Normality Test 34
3.7.5 Homogenity Test 35
3.7.6 Effectiveness of Innovative Students Worksheet 35
3.8 Hypothesis Testing 35
CHAPTER IV. RESULT AND DISCUSSION 36
4.1 Description of Research 36
4.2 Student Comprehension 36
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4.4 Analysis Misconception based on sub concept 40
4.4.1 Description of reduction and oxidation reaction. 41
4.4.2 Redox Reaction 41
4.4.3 Equalizzation of redox reaction 42 4.4.4 Potential cell and Nernst Equation. 42
4.4.5 Diagram Cell 42
4.4.6 Electrolysis Cell 43
4.4.7 Description corrosion reaction on metal 43 4.4.8 Calculating mass of substance on electrolysis cell. 43 4.5 Sources of Misconceptions on Redox and electrochemistry 45
4.6 Students Worksheet 47
4.6.1 Students Worksheet in Internet 47
4.6.1.1 Deep on concept 47
4.6.1.2 Include of Concept 48
4.6.1.3 Sentences 48
4.6.1.4 Language 49
4.6.1.5 Present of Concept 49
4.6.1.6 Questions 50
4.6.1.7 Component 51
4.6.2 Analysis of Created Students Worksheet 50
4.7 Normality Test 53
4.8 Homogenity Test 53
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4.9.1 Effectiveness in Class A 54
4.9.1 Effectiveness in Class B 54
4.9.3 Decrease of Misconception 55
4.10 Hypothesis Testing 55
4.11 Discussion 56
4.11.1 Hypothesis I 56
4.11 2 Hypothesis II 59
4.11.3 Hypothesis III 60
CHAPTER V: CONCLUSION AND SUGGESTION 62
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LIST OF TABLE
Table 2.1 Classify of Students Understanding 9 Tabel 2.2 List of Misconception in Electrochemistry 12
Table 3.1 Design of Research. 27
Table 3.2 Criteria of Validity Students worksheet 29 Table 3.3 Instrument of Diagnostic Test 30 Table 4.1 Percentage of Misconceptions 38 Table 4.2 Criteria of students misconceptions 39 Table 4.3 Students Misconception on Redox and Electrochemistry 39
Table 4.4 Percentage of Students comprehension on sub concept 40 Table 4.5 Summary of students misconceptions on concept 44 Table 4.6 Percentage of sources misconception in each class 45 Table 4.7 Average percentage of Sources misconceptions 45
Table 4.8 Average of deep on concept 47
Table 4.9 Average of Include of Concept 48
Table 4.10 Average of Sentence 48
Table 4.11 Average of Language 49
Table 4.12 Average of Concept 49
Table 4.13 Average of Question 50
Table 4.14 Average of Component 51
Table 4. 15 Normality of Data 53
Table 4. 16 Homogenity of Data 54
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LIST OF APPENDIX
Appendix 1 Syllabus 66
Appendix 2 Diagnostic Test (TTT) 68
Appendix 3 Key Answer 81
Appendix 4 Distribution of Questions 82 Appendix 5 Table of Data Score and Cateories 86
Appendix 6 Percentage of Student Comprehension 90 Appendix 7 Percentage of Misconception onsub concept 94 Appendix 8 Interview sources of misconception 97 Appendix 9 Analysis of Students Worksheet 101 Appendix 10 Data Score of first diagnostic and second diagnostic 115
Appendix 11 Normality Test 116
Appendix 12 Homogenity Test 118
Appendix 13 Misconception in Second Diagnostic 120
1
CHAPTER I INTRODUCTION
1.1 Background :
Chemistry, is subject about atom, particles, molecule, and the reaction in the universe. Chemistry are abstract concept difficult to explain chemical phenomena by using these concepts, students cannot see directly the concept (Nahum, Hofstein, 2004) Chemistry is a subject that is learn about matter , based on abstract concepts and therefore difficult to understand and learn, and its difficult to make student understand something that cant register by senses (Milenkovic, Hrin, Segedinac, Horvats, 2016). Chemistry is the science concept of matter and its changes. To explain chemical phenomena that happen of everyday life in around of us. The objectives of chemistry education student can understand fundamental concepts of chemistry that students can relate chemistry concept and the chemical processes behind everyday phenomena. Over the last years, there have been studies and research focusing on the difficulties of student to learning and understanding concepts of chemistry. The research find there have misconception of student in learning chemistry (Kolomuc, Tekin,2011).
Misconception is students knowledge and believes its does not match with scientifically correct. Often, students come to class with already prior knowledge about scientific phenomena and its not accurate (Turkmen, Usta, 2007). In other side, language, prior knowledge, and cognitive development can be the cause of misconceptions related to instructional process of learning process .(Bilgin, Uzuntryaki, Geban, 2003).Misconceptions may be categorized such as Present ideas of chemical knowledge is inadequate to chemistry concepts, Over-simplifications of concepts to facilitate understanding, Bad chemistry, Vernacular misinterpretations of concepts,. Students who enter the classroom with inappropriate pre-existing ideas about the concept , which are not accurate to scientific view (Kay, Yin, 2010).
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Some studies have found that many student misconceptions caused by the wrong textbook and the lack of teacher's explanations. Only use a textbook to be the cause of misconceptions because if the existing knowledge of students is not relate with existing knowledge in textbook will make it increasingly large misconception. The book is the source of the content and curriculum and books become a source of lessons in class (Sanger, 1996) . Book is the core of learning process. if the book that used only describe the topic in general/not detailed or wrong in explain some subtopic, students who read only accept what they get from the book that make more misconceptions that occurs. Misconceptions in chemistry that many occurs such as the concept of the mole, the acid and bases, chemical equilibrium, electrochemistry, atomic structure and chemical changes.
Electrochemistry and redox reaction concepts have been as one of the most difficult concept for high school student. There are some misconceptions happen on this concept. Common assessment applied on this concept can not explore them because students had never been assessed on their concept and scientific process understanding. In the higher education, the concept of redox and titration are studied in the course of Basic Chemistry Electrochemistry is the basic science of chemistry which explains how electrical energy can be chemical energy and chemical energy can produce electricity (Widarti, Permanasari, Mulyani, 2016). Electrochemistry is the branch of chemistry that deals with the inter conversion of electrical energy and chemical energy. Electrochemical processes are redox (oxidation reduction) reactions in which the energy released by a spontaneous reaction is converted to electricity or in which electrical energy is used to cause a non spontaneous reaction to occur. topic in this chapter is galvanic cells, standard reduction potential, thermodynamic redox reactions, the effect of ion concentration ion cells, batteries, corrosion and electrolysis (Chang, 2011).
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or understanding how this chemical phenomena can occur. On the topic electrochemical, misconceptions prevalent in topic galvanic cell, electrolysis cells, cell concentration, the salt bridge and the electrolyte solution.
Prevent of misconceptions can be identify by asking some question designed to tested concept has been studied (Adaminata, Marsih, 2011). An alternative way for identifying misconceptions, that can use in the classroom teaching, is to use items based on a multiple choice question format. Usually multiple choice tests only have tested content, but its recommended will use of second tier as student reasoning including known misconceptions to formulate relate test items (Peterson, Treagust,1989). Multiple choice two-tier tests became instrument to identifying misconceptions in students. Two-tier tasks consist of two parts test. The first tier contains the content problem, multiple choice as usually while the second part contains a reasonable explanation of the problem presented in the first tier of the task. There introducing and considering the third tier in tasks provides valuable information about students’ self-confidence. Third tier is to affirmation answer of problem presented Namely, only those students who provide the correct answers in both tiers, and three tier indicate that they are sure of their answers, students understand the content of the chemistry concept (Milenkovic et all, 2016) And can be improved by adding other media such as worksheets.
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are one of the teaching methods which can be done individually or in group work and enable conceptual development
On the worksheet that contains a complete theory developed in more detail topic of electrochemistry to improve student misconceptions. To designed worksheet based on Appendix 1 contain sillaby of general chemistry II. Reox and electrochemistry was 8 sub concept, from that sub concept developed to innovative students worksheet. then instrument (three-tier) question in appendix 2 to analyze their electrochemistry topic misconceptions and used a three-tier test of knowledge as an instrument for their identification of misconceptions were carried out on the contents. Using of a three-level test (two-tier) not only aware of the misconceptions in students but also know why students choose the answer. after answer it, test it easier to evaluate misconceptions on the electrochemistry topic is efficient and simple. Can find what level of misconceptions in students knowledge in electrochemistry topic (Milenkovic et all, 2016).
Based on The Above problem, writer will do research with title :
Development of Innovative Student’s Worksheet In Learning Redox and Electrochemistry Topic to Avoid Student’s Misconceptions.
1.2 Problem Identification :
Based on the background, The problem identification are as follows: 1. Is Students difficult to explain chemistry concept to the daily life ? 2. Do Students have a lot of misconceptions in chemistry subject ?
3. Can Redox and Electrochemistry reaction and application cannot be seen directly makes a lot makes conception?
4. Is there student’s misconception on Redox and Electrochemistry?
5. What are the factors causing of misconceptions on Redox and Electrochemistry?
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8. Does Worksheet stated provide guidance and offer solutions to problems of learning?
9. Can worksheet Avoid misconception on redox and electrochemistry topic? 10.How is the effect of worksheet to avoid student’s misconception on redox
and electrochemistry topic? 1.3 Scope of Research
1. Is Students difficult to explain chemistry concept to the daily life ? 2. Do Students have a lot of misconceptions in chemistry subject ?
3. Can Redox and Electrochemistry reaction and application cannot be seen directly makes a lot makes conception?
4. Can Misconceptions eliminated by develop effective strategy?
5. Can Misconception identified by three-tier question diagnostic tests? 6. Does Worksheet stated provide guidance and offer solutions to problems
of learning.?
7. How is the effect of students worksheet to avoid student’s misconception on redox and electrochemistry topic?
1.4 Problem Statement
1. Is there student’s misconception on Redox and Electrochemistry?
2. What are the sources of student’s misconceptions on redox and electrochemistry?
3. Can worksheet avoid misconceptions of students on redox and electrochemistry topic?
1.5 Objective :
1. To know student’s misconception on redox and electrochemistry topic. 2. To know the sources of students misconceptions on redox and
electrochemistry.
3. To avoid misconception of students on redox and electrochemistry topic by students worksheet
1.6 Benefit of Research
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1. Give information about the effect of students worksheet to overcome misconception on electrochemistry topic.
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CHAPTER V
CONCLUSION AND SUGGESTIONS 5.1 Conclusion
Based on the result of research, can conclude that:
1. It was founded 52.6 % students had misconceptions on redox and electrochemistry. The higher misconceptions on sub concept Different of redox reaction, diagram cell, description of reduction and oxidation, corrosion reaction on metal, equalization of redox reaction, potential cell or Nernst Equation, electrolysis concept and mass of substance on electrolysis cell.
2. It was founded 3 sources that affect students misconceptions on redox and electrochemistry, that are Students, Internet and friends.
3. The Effect of innovative Students worksheet to decrease Misconceptions is 61%.
5.2Suggestion
Based on discussion and conclusion above researcher can suggest :
1. Can diagnosis misconceptions in another topic, so that know topic that have misconceptions and know the weakness of Students in chemistry department as prospect teacher that will teach chemistry concept.
2. Handle this misconceptions with give more detailed knowledge in every topic in chemistry
3. Students worksheet can apply to students so that decrease misconceptions not in this topic but another topic also.
4. Make another media not only students worksheet that decrease students misconceptions in chemistry.
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