ANALYSIS OF STUDENTS’ MISCONCEPTION ON THE TOPIC OF HUMAN EXCRETORY SYSTEM IN GRADE XI SMA NEGERI DISTRICT MEDAN KOTA.

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ANALYSIS O F STUDENTS ’ MIS CONCEPT ION ON THE TOPIC OF HUMAN EXCRETORY SYSTEM IN GRADE XI

SMA NE GE RI DIS TRICT MEDAN KO TA

By:

Carolina Savitry Hutagaol 4123141011

Biology Billingual Education

SKRIPSI

THESIS

Submitted to Fulfill the Requirement for The Degree of Sarjana Pendidikan

FACULTY OF MATHEMATICS AND NATURAL SCIENCE UNIVERSITAS NEGERI MEDAN

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BIOGRAPHY

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ANALYSIS O F STUDENTS’ MIS CONCEPT ION ON THE TOPIC OF HUMAN EXCRETORY SYSTEM IN GRADE XI

SMA NE GE RI DIS TRICT MEDAN KO TA

Carolina Savitry Hutagaol (ID Number : 4123141011)

ABSTRACT

The purpose of this study were to analysis the presence of misconception , concept that become misconception, percentage of concept that become misconception and the source and cause of students’ misconception on the topic of human excretory system in grade XI SMA Negeri District Medan Kota. This research type was descriptive. The samples were 168 students from 2 SMA Negeri in District Medan Kota. Data collected by using diagnostic test follow with open reasoning and source of learning. The result show the students have misconception with concept function of lungs as excretory organ was concept that highest become misconception for students. Percentage of concept that become misconception was 100%. The highest source and cause of misconception in this study was book/literature. The author proposed the students to select the book/literature that use in study.

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ACKNOWLEDGEMENT

Thanks to the Father which are in heaven 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 “Analysis of Students’ Misconception on The Topic of Human Excretory System in Grade XI SMA Negeri District Medan Kota”.

First, thank you for 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, and my thesis supervisor Drs. Tri Harsono, M. Si for his guidance and support during write this thesis. Big thanks for Dra. Meida Nugrahalia, M.Sc and Dr. Hasruddin, M.Pd because their help in validation my instrument for research. Big thanks to Drs. Zulkifli Simatupang, M. Pd for gave me his time to discuss about my study.

I also appreciate the contribution of the principles of SMA Negeri 5 Medan, Drs. Harris H. Simamora, M.Si and SMA Negeri 10 Medan, Drs. H. Sufrizal Tanjung, M.Si 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, mainly my parents, E. Hutagaol and R. Sinambela. They the reason for me to never give up. Also thanks for all friends in Bilingual Biology Education 2012, especially for Corry, Arny, Ruben, Murni, Chandra, Letty, Mesra, Wita, Jeszicca, for their information and their support. Special thanks for Heri Sukamto Silaban who gave me motivation and support in all condition.

Medan, 16 June 2016 Writer

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2.1.1. Concept, Conception, Preconception, Misconception 8 2.1.2. The Source and Cause of Misconception 11 2.1.3. Identification of Misconception 15 2.1.4. Confront and Overcome Misconception 20 2.1.5. Misconception on Education Level 22 2.1.6. Misconception in The Field of Study 22 2.1.7. Misconception in Biology 23

2.1.8. Description of Material 23

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2.2. Conceptual Framework 30

CHAPTER III RESEARCH METHOD 32

3.1. Research Time and Location 32

3.2. Population and Sample 32

3.2.1. Population 32

3.2.2. Sample 32

3.3. Research Design 33

3.4. Research Instrument 33

3.5. Research Procedure 36

3.6. Data Collection Technique 37

3.7. Data Analysis Technique 39

CHAPTER IV RESULT AND DISCUSSION 40

4.1. Result

4.1.1. Description 40

4.1.2. Analysis of Students’ Misconception of Each Sub-Concept 40 4.1.3. Analysis of Source and Cause of Students’ Misconception

4.2. Discussions 39

CHAPTER V CONCLUSION AND RECOMMENDATION 50

5.1. Conclusions 50

5.2. Recommendations 50

REFERENCES 46

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LIST OF TABLE

Page Table 3.1. Number of student sample in school 32 Table 3.2. Concepts in Human Excretory System That Have To Be

Achieved Based on The Indicator in Syllabus 33

Table 3.3. Sub-concept from Each Question ₃₅

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LIST OF FIGURE

Page Figure 2.1. Examples of explicit and implicit confidence test

questions

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Figure 2.2. Grading scheme for two-dimensional test questions 17 Figure 2.3. The six-point scale (0–5) used on Certainty Response

Index (CRI)

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Figure 2.4. Decision matrix for an individual student and for a given question. Based on combinations of correct or wrong answer and of low or high CRI

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Figure 2.5. Conceptual Framework 31

Figure 3.1. The six-point scale (0–5) used on Certainty Response

Index (CRI) 37

Figure 3.2. Decision matrix for an individual student and for a given question. Based on combinations of correct or wrong answer and of low or high CRI.

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Figure 4.1. Number of students who do not have misconceptions and have misconceptions for each question from question number 1-10

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Figure 4.4. Source of students misconceptions for each question

from number 1-10 43

Figure 4.5. Source of students misconceptions for each question from number 11-20

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LIST OF APPENDIX

Page

Appendix 1 Syllabus 57

Appendix 2 Explanation about Concepts in Human Excretory System 59 Appendix 3 Two-Dimension Tests Multiple Choice with Open

Reasoning 62

Appendix 4 Score of Diagnostic Tests of Students Grade XI SMA Negeri at District Medan Kota

77 Appendix 5 Calculation of Students Number Who Do Not Have

Misconception and Have Misconception for Each Sub-Concept (Question)

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Appendix 6 Calculation of Source of Students’ Misconception for

Each Sub-Concept (question) 86

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CHAPTER I INTRODUCTION 1.1.Background

In essence, the Natural Sciences is the science of natural phenomena, in the form of facts, concepts, principles and laws, the truth has been tested and achieved through the scientific method. According to Kara and Yesiyurt cited by Yusnawati (2011) the objective learning of the Natural Science is to help students develop an understanding of the concepts and know how to apply these concepts in life. 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 that concept and connect with the other concept then can explain the natural events around them (Winahyu, 2007). However, errors often occur where the concept received incompatible with the actual concept. The concepts that have peculiar interpretations and meanings in students’ articulations that are not scientifically accurate called as misconceptions. According Suparno (1997) misconception is the concept that incompatible with the concept that recognized by the experts. In the literature (Tekkaya, 2002), misconceptions are also referred as alternative conceptions (Arnaudin & Mintzes, 1985), preconceptions (Ga1legos, Jerezano, & Flores, 1994), alternative frameworks (Driver, 1981), erroneous ideas (Sanders, 1993), and children science (Gilbert, Osbome & Fenshman, 1982).

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report his research that since 1980s the role of teachers conception in teaching and learning science has been investigated. In the result of his research, show that there are many teachers who have science concepts and teaching process which do not fit with the scientific concept and often similar with students pre-instructional conceptions. Not only the teachers, textbooks and student’s daily experience also can causes misconceptions (Suparno, 2005).

Misconceptions are believed to negatively effect for students conceptual development. Bodner (1986) indicated that misconceptions would be an obstacle to constructing new knowledge regardless of the quality of teaching. These existing ideas are often strongly held, resist to traditional teaching and form coherent though mistaken conceptual structures (Driver and Easley, 1978). It won’t be easy to change or to remove the misconceptions (Sahin, 2008).Osborne, Bell and Gilbert in Tüysüz (2009) stated that students often misinterpret, modify or reject scientific viewpoints on the basis of the way they really think about how and why things behave, so it is not surprising that the research showed that students may persist almost totally with their existing views.

According to Driver et al. (1994), among many other misconceptions, a number of biology misconceptions held by secondary students. Students bring their preconceptions to class in science education. Students develop ideas and beliefs about the natural world through their everyday life experiences. These include informal instruction like, sensual experiences, language experiences, cultural background, peer groups, as well as formal instruction. Studies have revealed that during science class students bring about certain ideas and explanations to natural phenomena that are inconsistent with the ideas accepted by the scientific community (Osborne et al., 1983). Students maybe do well in a test but not change their original ideas even these ideas are in conflict with the scientific concepts they were taught. Duit and Treagust (1995) attributed this to students being satisfied with their own conceptions and therefore seeing little value in the new concepts.

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1987, an international seminar on misconceptions in science and mathematics was held at Cornell University. Based on result of the International Seminar on Misconceptions in Science and Mathematics (Novak, 1987) found that misconceptions about science concepts experienced by students in various country from the students in elementary school till the college student in University. Misconceptions itself can occur in every field of sciences, such as astronomy, chemistry, physics, and biology (Yusnawati, 2011).Especially in biology, research about misconceptions has been done. Some of the subject matter that ever discuss in research such as cell, photosynthesis, respiration in plants, respiration in human, vertebrate and invertebrate, diffusion and osmosis, excretion, nervous system, evolution, animal classification, circulatory system, genetic, and ecology (Panggabean, 2011).

Misconceptions that occur in one topic or matter in biology can be an obstacle to understanding the other biology topic. Many concepts in biology are interrelated and they are keys to understanding the other concepts, so that misconceptions on one concept lead to misconceptions on the other concept. For example, without understanding of photosynthesis, the concepts of food chain and food web are meaningless to students. However, before photosynthesis, students must understand the distinction between producers and consumers, as well as organic and inorganic molecules (Tekkaya, 2002). The other example, concept of excretion system and respiratory system would be difficult to understand if we don’t understand the concept of the circulatory system. Mostly misconception occur caused by biological concepts that are abstract. Dikmenli (2010) stated that students have difficulty in understanding the concept of cell division, mainly associated with meiosis rather than mitosis caused concept that are abstract, causes student confuse about stage of cell division and what happened in this stage.

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in Din-Yan 1998). According Din-Yan (1998) students in Hong Kong show misconception in the concept of excretion. In his research, showed that most students did not view exhalation as an excretory process. One possible reason is that many students were not able to relate the removal of carbon dioxide during exhalation to an excretory role, as exhalation was learned in the context of ventilation and not linked with excretion. These students wrongly considered the undigested waste as an excretory product. The idea of metabolic waste is a difficult and abstract concept for the average student and is not well understood even after formal instruction. A smaller but significant proportion of the students considered wrongly that the release of saliva was an excretory process. This indicates that some students tend to consider that secretions made by the body usually contains some unwanted materials, which does not hold true for saliva. This reflects some confusion about the nature and roles of secretion and excretion in biological processes. It is interesting to note that this conceptual problem was shown by students of all ranks to a similar extent, which means that even some of the high ability students had difficulties in distinguishing the two processes. From the observation with biology teachers in SMA Negeri at District Medan Kota, indicates the biological misconceptions in students. The teachers say that students grade XI are often not clear in outlining the concept and give examples. Also from observation, students show misconception about human excretory system. Students do wrong in apply the meaning of excretion, in other words, student do wrong in distinguish which can classified into the excretion process. For example, students view CO2 just as the result of respiration, not related with the excretion process. Another example, students doesn’t look the liver related to the excretory system, more to the digestive system. Students look the bile just as secretion process, not excretion process.

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students of SMA Negeri in Medan academic year 2015/2016.In an effort to identify the presence of misconceptions on the topic of excretory system at the students of SMA Negeri in Medan, researcher want to conduct research about Analysis of Students’ Misconception on The Topic of Human Excretory System in Grade XI SMA Negeri District Medan Kota.

1.2.Problem Identification

Based on the background described above, problems can be identified as follows :

1. There are misconceptions in understanding the concept of human excretory system.

2. Misconceptions occur in understanding definition, relation and application of concept.

3. Resource of misconception can come from personal experience, language, visual representation, teaching methods, and lag of information causes old concept doesn’t renewed.

4. Misconceptions give harmful effects due to give understanding that less accurate even an error occurs between the right and wrong concepts. 5. Misconceptions may occur as a result of the biological concepts are

abstract and difficult to understand.

1.3. Scopes of Research

Based on the problem identification and in order to keep this research more focused and directed, research limited as follows:

1. Identification misconception on the topic of human excretory system in students of grade XI SMA Negeri at District Medan Kota academic year 2015/2016.

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3. Identification percentage of the concept on the topic of human excretory system that become misconception for students of grade XI SMA Negeri at District Medan Kota academic year 2015/2016.

4. Identification source and cause of misconception on the topic of human excretory system for students of grade XI SMA Negeri at District Medan Kota academic year 2015/2016

1.4. Problem Formulation

Based on the background described, problems can be formulated as follows :

1. Is there misconception on the topic of human excretory system in students of grade XI SMA Negeri at District Medan Kota academic year 2015/2016?

2. Which concept on the topic human excretory system that become misconception for students grade XI in SMA Negeri at District Medan Kota academic year 2015/2016?

3. How many percentage of the concept on the topic human excretory system that become misconception for students of grade XI SMA Negeri at District Medan Kota academic year 2015/2016?

4. What the source and cause of misconception on the topic of human excretory system for students of grade XI SMA Negeri at District Medan Kota academic year 2015/2016?

1.5. Research Objective

The objective of this research are :

1. To identify whether there is misconception on the topic of human excretory system in students of grade XI SMA Negeri at District Medan Kota academic year 2015/2016

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3. To identify percentage of the concept on the topic human excretory system that become misconception for students of grade XI SMA Negeri at District Medan Kota academic year 2015/2016.

4. To identify source and cause of misconception on the topic of human excretory system for students of grade XI SMA Negeri at District Medan Kota academic year 2015/2016

1.6. Research Significance

The results of this research will provide benefits, namely:

1. Theoretically, the result of this research expected to be able to add information in education about misconception problem in biology learning then can use to change misconception in students of Senior High School. Furthermore, the result of this research hopefully can be used as reference for the further research that discuss same discussion with this research. 2. Practically, the result of this research hopefully can add insight and

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CONCLUSION AND RECOMMENDATION 5.1. Conclusions

Based on the result and discussions, can be concluded that:

1. The students in Grade XI SMA Negeri District Medan Kota have misconception on the topic of Human Excretory System

2. All the concept on the topic of human excretory system become misconception for the students.

3. From the result, 100% concept on the topic of human excretory system become misconception for the students in Grade XI SMA Negeri District Medan Kota

4. Book/literature as highest source and cause of students’ misconception. 5.2. Recommendation

Several suggestion based on the result of research:

1. Minimize the misconception in the concept that high in students misconception.

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ANALYSIS OF STUDENTS’ MISCONCEPTION ON THE TOPIC OF HUMAN EXCRETORY SYSTEM IN GRADE XI SMA NEGERI DISTRICT MEDAN KOTA.