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ANALYSIS OF MISCONCEPTION AND THE ROLE OF CONCEPT MAP TO MINIMALIZE STUDENTS’ MISCONCEPTION

ON HUMAN DI GEST IVE S YSTEM TO PIC AT SMA NE GE RI 1 SIDIKALANG

ACADEMIC YEAR 2015/2016

By :

Dina Sevria Purba 4123342005

Bilingual Biology Education Study Program

A THESIS

Submitted to Fulfill the Requirement for Degree of Sarjana Pendidikan

FACULTY OF MATHEMATIC AND NATURAL SCIENCE UNIVERSITAS NEGERI MEDAN

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BIOGRAPHY

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ANALYSIS OF MISCONCEPTION AND THE ROLE OF CONCEPT MAP TO MINIMALIZE STUDENTS’ MISCONCEPTION ON HUMAN

DIGESTIVE SYSTEM TOPIC AT SMA NEGERI 1 SIDIKALANG ACADEMIC YEAR 2015/2016

Dina Sevria Purba (ID Number : 4123342005)

ABSTRACT

This study aimed to analyze the students’ misconception in human digestive system topic and also to determine the role of concept map to minimalize students’ misconception that experienced by students of XI IPA grade in SMA Negeri 1 Sidikalang. The method used in study is descriptive and quasi experimental where the descriptive method is to investigate students’ understanding of concept and students’ misconception based on human digestive system topic. Second, quasi experimental research used after learning process. Quasi-experimental research used to determine the effect of concept map in reducing the students’ misconception. The design of Quasi- experimental research used one group pretest-postest design. Instrument that used for detecting students’ misconception was two dimensional diagnostic test and for reducing students’ misconception by using concept map. Students’ misconception decrease from 54% to 33% after concept map is given in the learning process to study the concept in human digestive system topic. Based on the calculation, it was got tcount (3.195) and ttable (1.661), so tcount (3.195 ) > ttable (1.661). It was conclude that concept map has role in minimalize students’ misconception on topic human digestive system in SMA Negeri 1 Sidikalang Class XI IPA academic year 2015/2016.

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ACKNOWLEDGEMENTS

First of all the writer would like to express gratitude to Jesus Christ, the most gracious and merciful for the opportunity and blessing in completing this thesis. Without the blessing and guidance, the writer could not finish this thesis well.

The writer owes deep gratitude to the thesis supervisor namely Dr. Syahmi Edi, M.Si, who have given support, suggestion, and motivation in

writing this thesis. The writer felt very comfortable with thesis supervisor because he has been like father for writer.

The writer owes deep gratitude to thesis examiners, Dr. Tumiur Gultom, SP,MP, Dr. Fauziyah Harahap, M.Si, and Dr. Mufti Sudibyo, M.Si for the critics, suggestion, and motivation from the seminar proposal until completing this thesis. The writer also did not forget to say special appreciation for academic

supervisor (PA), Dr. Hasruddin, M.Pd for the motivation and also the guidance that have been given during study in State University of Medan.

The writer also express deep gratitude to Dean of Mathematic and Natural Science Faculty, Dr. Asrin Lubis, M.Pd, Vice of Dean of Mathematic and Natural Science Prof. Dr. Herbert Sipahutar, MS., M.Sc, Coordinator of Bilingual Program, Dr. Iis Siti Jahro, M.Si and Head of Biology Department Dr. Hasruddin, M.Pd for the help and support during completing this thesis.

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Extremely grateful expressed to my beloved parents, John Supratman Purba and Kantoria br. Saragih, my beloved young sister Hana Klara Purba, Trianita Purba, my beloved young brother Agung Pinindo Purba, my beloved cousin Ika Mastayana Purba, Inka Permata Purba, and Riris Purba for great support, motivation, and pray that have given so the writer can finish this thesis well. Special thank for sister Rani Afrida and Desi Amelia for the help in completing this thesis.

Finally special deep appreciation to beloved friends, Lestari, sister Lenda, Magdalena, Lasri, Febri, Thesa, and Fitri who have given spirit and motivation for completion of this thesis. The writer also did not forget to express special thank for friend during field experience program in SMA Negeri 1 Sidikalang namely Hariaty, Sylvi, Lestari, Novel, Sohmiyati, Rian, Novita, Reni, Nova, Suditro, Friska, and Desi for the motivation and support during completing this thesis. Special thanks for Mr. Abul Simbolon, Mr. Prima Manurung, Mr. Gultom, Mr. Edwin Pasaribu, Mr. Ronald Pasaribu, Mr. Nuel and Mr. Ferdinand Sitanggang for the support and motivation during field experience program in SMA Negeri 1 Sidikalang and also for completing this thesis.

The writer also express the great thank for friends of Bilingual Biology Education 2012 who have given support, motivation, and spirit during completing this thesis. The writer will never forget the togetherness of Bilingual Biology Education 2012.

Medan, June 2016

The Writer

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TABLE OF CONTENT

Page

Legalization Paper i

Biography ii

Abstract iii

Acknowledgement v

Table of Content vi

List of Table viii

List of Figure ix

List of Appendix x

CHAPTER I INTRODUCTION 1.1. Research Background 1

1.2. Problem Identification 4

1.3. Research Scope 5

1.4. Research Question 5

1.5. Research Objective 5

1.6. Research Significance 6

1.7. Operational Definition 6

CHAPTER II LITERATURE REVIEW 2.1. Concept, Conception, Preconception, and Misconception 7

2.1.1. Concept 7

2.1.2. Conception and Preconception 7

2.1.3. Misconception 8

2.1.4. Strategies to Solve Misconception 11

2.2. Human Digestive System 13

2.2.1. Human Digestive Organ, Gland, and Duct 14

2.2.2. Digestion Process 19

2.2.3. The Disorder and Disease in Human Digestive System 20

2.3. Concept Map 22

2.3.1. Characteristic of Concept Map 23

2.3.2. Function of Concept Map 25

2.3.3. Strength and Weakness of Concept Map Using 27

2.3.4. Strategies to Construct Concept Map 28

2.4. Relevant Research 30

2.5. Conceptual Framework 30

2.6. Hypothesis 31

CHAPTER III RESEARCH METHOD 3.1. Location and Time Research 32

3.1.1. Location of Research 32

3.1.2. Time of Research 32

3.2. Population and Sample of Research 32

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3.2.2. Research Sample 32

3.3. Research Variable 33

3.4. Research Type 33

3.5. Research Procedure 33

3.6. Data Collection Technique 34

3.7. Cognitive Level Two Dimension Diagnostic Test 35

3.8. Validity Test 36

3.9. Data Analysis Technique 37

CHAPTER IV RESULT AND DISCUSSION 4.1. Research Result 38

4.1.1. The Percentage of Students’ Misconception on Human Digestive System Topic 38

4.1.2. The Percentage of Students’ Misconception based on Indicators 39

4.1.3. The Percentage of Students’ Misconception based on Cognitive Level 40

4.1.3.1. The percentage of Students’ Misconception at Cognitive Level 1 40

4.1.3.2. The percentage of Students’ Misconception at Cognitive Level 2 41

4.1.3.3. The percentage of Students’ Misconception at Cognitive Level 3 42

4.1.3.4. The percentage of Students’ Misconception at Cognitive Level 4 43

4.1.3.5. The percentage of Students’ Misconception at Cognitive Level 5 44

4.1.3.6. The percentage of Students’ Misconception at Cognitive Level 6 45

4.1.4. The Role of Concept Map in Minimizing Students’ Misconception on Human Digestive system 46

4.1.5. Hypothesis Testing 47

4.2. Discussion 48

4.2.1. Students’ Misconception on Human Digestive System 48

4.2.2. Students’ Misconception in Indicator Aspect 49

4.2.3. Students’ Misconception in Cognitive Aspect 42

4.2.4. The Role of Concept Map in Minimizing Students’ Misconception 57

CHAPTER III CONCLUSION AND SUGGESTION 5.1. Conclusion 59

5.2. Suggestion 59

REFERENCES 60

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LIST OF TABLE

Page

Tabel 2.3. Step to Create Concept Map 28

Tabel 3.2. The Sample of Research 32 Tabel 3.4. Research Design One-group Pretest Postest 33 Table 3.6. The Possibility of Answer and Level of Confident

toward Given Answer and Score that Given to

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LIST OF FIGURE

Page

Figure 2.1. Human Digestive System 13

Figure 2.2. Structure of Oral Cavity 14

Figure 2.3. Peristaltic movement in Esophagus 15

Figure 2.4. Structure of Stomach 15

Figure 2.5. Structure of Small Intestine 16

Figure 2.6. Structure of Liver 17

Figure 2.7. Structure of Pancreas 17

Figure 2.8. Structure of Large Intestine 18

Figure 2.9. Structure of Anus 19

Figure 2.3. Concept Map of Human Digestive System 29 Figure 4.1. The Percentage of Students’ Understanding Level

on Human Digestive System 38 Figure 4.2. The Percentage of Students’ Understanding Level

Based on Indicators 39

Figure 4.3. The Percentage of Students’ Misconception Based

on Cognitive Level 40

Figure 4.4. The Percentage of Students’ Misconception Based on

Cognitive Level 1 41

Figure 4.5. The Percentage of Students’ Misconception Based on

Cognitive Level 2 42

Figure 4.6. The Percentage of Students’ Misconception Based on

Cognitive Level 3 43

Figure 4.6. The Percentage of Students’ Misconception Based on

Cognitive Level 4 44 Figure 4.8. The Percentage of Students’ Misconception Based on

Cognitive Level 5 45

Figure 4.9. The Percentage of Students’ Misconception Based on

Cognitive Level 6 46

Figure 4.10. The Percentage of Students’ Understanding

Level on Topic Human Digestive System Before

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LIST OF APPENDIX

Page Appendix 1. ` Two Dimensional Diagnostic Test 68 Appendix 2. Score Data of Two Dimensional Diagnostic Test 83 Appendix 3. Score Data of Post Test 86 Appendix 4. Syllabus Of Biology Subject on Topic

Human Digestive System 89

Appendix 5 Lesson Plan 91

Appendix 6 Hypothesis Testing 94

Appendix 7 Table distribution of t 99

Appendix 8 Research Documentation 100

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CHAPTER I INTRODUCTION

1.1. Research Background

Based on the Content Standard of Biology subject in senior high school, the goal of Biology learning is so that the learners have the ability to develop the mastery, apply the concept and principle of Biology (Departemen Pendidikan, 2006). Additionally, the purpose of learning is to make students are able to associate one to other concepts, and able to solve problems in daily life (Rahmawati et al., 2013).

The process of learning on the formation of concept in teaching materials is very important, because it can be directly affect students toward the comprehension of subject matter. The concept is one thing that can not be separated in learning Biology. The concept is one aspect of product, process, and attitude. The aspect of biological product consist of concept, principle, theory, and law. The aspect of the process is in the form of science process skill that practiced after student learn Biology such as identifying and controlling variables, designing experiment, making generalization, and others. The attitude aspect is in the form of a scientific characters which internalized in students’ selves after studying Biology such as curiosity, conscientious, honest, responsible, and others (Prayitno, 2012).

Planting the concept is very necessary in learning Biology. The concept

is the foundation for thinking and formulating basic principles and further generalization. Understanding and procurement of a strong concept can make students to develop themselves in understanding the higher concept. Several factors can affect students' concept procurement include: (1) The weakness of students’ basic knowledge (Tekkaya, 2002), (2) The lack of material’s deepening, and (3) Lagging with the latest information related to the material (Sugihartono, 2008).

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students' backgrounds and they are often different from those of scientists. These differing frameworks have been described as misconception (Fisher, 1985),

alternative conceptions (Arnaudin and Mintzes, 1985), preconceptions (Gallegos, Jerezano, and Flores, 1994), alternative frameworks (Driver, 1981), erroneous ideas (Sanders, 1993), and children science (Gilbert, Osborne, and Fenshman, 1982). The characteristics of misconceptions are summarized by (Adeniyi, 1985) and (Fisher, 1985). They tend to be pervasive (shared by many different individuals), stable, well embedded in individual's cognitive ecology, often resistant to be changed at least by traditional teaching methods and remain intact throughout the university years and into adult life.

Several studies have investigated students' understanding of biological concepts in different countries: Cell (Dreyfus and Jungwirth, 1988), photosynthesis (Haslam and Treagust, 1987; Waheed and Lucas, 1992), genetic (Lewis, Leach and, Wood-Robinson 2000 ; Pash1ey, 1994), ecology (Griffiths and Grant, 1985; Munson, 1994), respiration (Sanders, 1993), classification (Trowbridge and Mintzes, 1988), the circulatory system (Yip, 1998), vertabrate and invertabrate (Braund, 1998) and energy (Boyes and Stanisstreet, 1991). These studies revealed that the majority of students leave secondary school with a distorted view of biological objects and events. Many of these topics about which students hold misconceptions are basic to biology knowledge and interrelated.

In Turkey, in recent years there also has been an interest in determining students' misconceptions concerning various biological concepts (Çapa, 2000; Özkan, 2001; Sungur, Tekkaya, and Oeban, 2001; Tekkaya, Şen, and Özden, 1999; Tckkaya, Çapa, and Yilmaz, 2000; Tekkaya, Özkan, and Aşcı, 2001). These studies revealed that regardless of the age and the level of schooling misconceptions are also prevalent among Turkish high school and university students.

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physiological material and daily environment that is not completely true according to scientists. The example of misconception that occur in the material of body

physiological system including the digestive system is in the digestive system concept common occur misconception, such as the concept of the digestive mechanism. Many students assume that the mechanism of mechanical digestion occurs only in the mouth with the aid of the teeth, but the destruction of food in the stomach with the aid of the stomach muscles is also include to mechanical digestion. In addition, students also have to understand the process of digestion found in the body. This concept is still look abstract because it is still difficult to imagine the process occur in body system. The difficulty of the student in understanding concept and false preconception that are not considered here which cause misconception.

This problem is also found in SMA Negeri 1 Sidikalang the students' understanding to the concept of Biology learning is still lacking. Based on the initial observation and interview that has been done previously in SMA Negeri 1 Sidikalang, the students’ understanding about the concepts of Biology and the relationship between the concept of is a problem that considerable apprehensive in the cognitive structure of students' thinking. Biology teachers and student say that the digestive system material is abstract difficult to understand thus providing opportunity for misconception. The overview of students’ Biology learning

outcome in this school on the digestive system material is still relatively low. Low learning outcome is characteristic or the impact of the misconception that happened in students (Kusumawati et al., 2014).

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scientists. These events also lead misconception in students. Students who have misconception will hold the concept that they consider right and this will lead to

misconception that are stable and resistant to change.

The material is too much and too abstract make students lazy to read and do not pay attention well when the teacher explain the material in class, so that make students' understanding of Biology concepts are getting lower and weak. Misconceptions in students that occur continuously could disrupt and inhibit the formation of scientific concepts in cognitive structure of students. One effort to overcome the difficulties students in understanding the concept that lead to misconception, namely the concept map method that is used to detect the error concept. In addition, concept maps can be used to investigate what is already have been known by students, to show how to learn, show misconception, and as evaluation instrument.

Based on the background described above, the researcher want to know how the misconception that are experienced by the students by using concept map on grade XI IPA Science SMAN 1 Sidikalang, by conducting research entitled “Analysis of Misconception and The Role of Concept Map to Minimalize Students’ Misconception on Human Digestive System Topic at SMA Negeri 1 Sidikalang Academic Year 2015/2016.”

1.2. Problem Identification

Based on the background above, the identification of problem formulated as following:

1. The presence of students’ misconception in human digestive system topic. 2. Students are less able to correlate the concepts in human digestive system topic

correctly.

3. Misconception affect students to understand the concept of human digestive system topic which occur in students of XI IPA in SMA Negeri 1 Sidikalang. 4. The teacher still use conventional method in the class which can affect the

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1.3. Problem Scope

Referring to the description of the background and identification of

problems that have been described above, this research is limited:

1. The research is conducted on students of XI IPA at SMA Negeri 1 Sidikalang Academic Year 2015/2016 who learn human digestive system topic.

2. The research focus on the misconception in human digestive system concept which consist of various nutrients contain in the food, the structure and function of digestive organ, the mechanism of digestive occur in human digestive system, and the disease or disorder occur in human digestive system. 3. The aspect measured are students’ misconception by doing diagnostic test and

post test result after give concept map in students of XI IPA at SMA Negeri 1 Sidikalang.

1.4. Research Questions

Referring to the description of the background issues that have been described above, then the problems of this research is formulated as following: 1. Is there any students’ misconception in students of XI IPA in the concept of the

human digestive system at SMA Negeri 1 Sidikalang?

2. At which indicators of human digestive system most students undergo misconception in students of XI IPA at SMA Negeri 1 Sidikalang?

3. At which cognitive level most students undergo misconception occur on human

digestive system topic in students of XI IPA at SMA Negeri 1 Sidikalang? 4. Does the concept map have role in minimalizing students’ misconception at

SMA Negeri 1 Sidikalang?

1.5. Research Objectives

Based on the research scope and the research question above so, the objective of this research are:

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2. To know the indicators of misconception on human digestive system topic in students of XI IPA at SMA Negeri 1 Sidikalang.

3. To know the cognitive level of students’ misconception on human digestive system topic in students of XI IPA at SMA Negeri 1 Sidikalang.

4. To know the role of concept map in minimizing students’ misconception at SMA Negeri 1 Sidikalang.

1.6. Research Significances

The result of this research can be meaningful for the various parties who use it among other things:

1. As the acquisition of direct experience for researchers to know the misconception in senior high school students on the concept of human digestive system.

2. Information for teacher to determine the teaching strategy that can avoid misconception.

3. To help the school in improving the quality of learning in Biology subject.

1.7. Operational Definition

 The concept is someone thinking obtained from facts, events / occurrences, natural phenomenon, experience, generalization, or the result of abstract thinking that describes the characteristics or good character of the same in a particular group and that distinguishes it from other groups, so it can answer the problems that exist.

 Misconception is error or mistake on a concept in interpreting relationships between different concepts that mutually influence each other.

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CHAPTER V

CONCLUSION AND SUGESTION 5.1. Conclusion

The results of analysis misconception and the role of concept map in human

digestive system topic research as follows:

1. The percentage of students’ misconception overall is that students undergo misconception is 54% and students do not undergo misconception is 46%.

2. The misconception of students at each indicators namely indicator A is various nutrients that contained in the food and also the test for detect the nutrients in the food (52%), indicator B is the process of food digestive in human body (63%), indicator C is the structure and function of organ, gland, and duct in human digestive system (56%), and the disorder or disease that occur in human digestive system (54%).

3. The misconception of students at cognitive level are cognitive level 1 (54%), cognitive level 2 (63%), cognitive level 3 (52%), cognitive level 4 (59%), cognitive level 5 (62%), and cognitive level 6 (46%).

4. The percentage of students’ misconception after given concept map, which collected from the post test data was compared with the diagnostic test data is the misconception of students decrease from 54% to 33% and the percentage of students do not undergo misconception increase from 46% to 67%.

5.2. Suggestion

Based on the research results there are several suggestions as follows:

1. Students are expected to be more active in learning and must be comprehend the contents of each concept of study material.

2. Teacher try to find another learning media to solve misconceptions in students especially in topic of Biology such as process and mechanism. 3. The school develop the quality of learning process especially in Biology

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