ANALYZING OF STUDENTS MISCONCEPTIONS ON SALT HYDROLYSIS CHEMSITRY AT SENIOR HIGH SCHOOLS IN PADANGSIDEMPUAN.

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ANALYZING OF STUDENTS’ MISCONCEPTIONS ON SALT HYDROLYSIS CHEMISTRY AT SENIOR

HIGH SCHOOLS IN PADANGSIDEMPUAN

By:

Yeni Riska Putri Reg. Number : 409332032

Bilingual Chemistry Education Study Program

A THESIS

Submitted in Fulfillment of the Requirement for the Degree of Sarjana Pendidikan

JURUSAN KIMIA

FAKULTAS MATEMATIKA DAN ILMU PENGETAHUAN ALAM UNIVERSITAS NEGERI MEDAN

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ANALYZING OF STUDENTS’ MISCONCEPTIONS ON SALT HYDROLYSIS CHEMSITRY AT SENIOR HIGH SCHOOLS IN PADANGSIDEMPUAN

ABSTRACT

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ACKNOWLEDMENT

First of all I would like to devote his greatest thankfulness to the Almighty

Allah SWT, He is the Most Gracious and The Most Merciful for His blessing,

guidance, strength, health and His favor which have been given so that I could

finally finish this thesis entitled : Analyzing of Students’ Misconceptions on

Salt Hydrolysis Chemistry at Senior High School in Padangsidempuan. In this opportunity, I would like to express my gratitude to my thesis

supervisor, Dr. Zainuddin Muchtar, M.Si., for giving me his guidance, support,

and chance in doing this research. I also thank to Prof. Dr. Ramlan Silaban, M.Si.,

Dr. Mahmud, M.Sc., and Dra. Ani Sutiani, M. Si., as my examiners for their

advices, suggestions, guidance, and constructive critics in the process of

completing this thesis.

I also like to say thanks to for Dr. Retno Dwi Suyanti, M. Si. as my

instrument valuators for her times and suggestion in development of my research

instrument, for Prof. Motlan Sirait, M.Sc., Ph.D., as the dean of Mathematics and

Natural Sciences Faculty, Prof. Dr. rer. nat. Binari Manurung, M. Si., as

coordinator of Bilingual Program, Drs. Jamalum Purba, M.Si. as the head of

Chemistry Department, and Prof. Drs. Manihar Situmorang, M.Sc., Ph.D. as my

academic supervisor for all their help in completing my study and this thesis. The

work was also made possible through Student Grant from Research Institute, State

University of Medan.

I give special gratitude for my beloved mother, Rosmiati Harahap and

father, (Alm) M. Idris and also for my brothers; Riswandy Syahputra, Doly

Kurniawan, and Wiwin Destree Anggi. No other could replace all of your love for

me.

Many colleagues have also been an integral part of my thesis. Those are

my team in Student Grant for their help in doing this research. To my beloved

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my beloved friend Siti Rahma, thank you for sharing everything, Sari, Ika, Lia,

Irna, Fitri and Dayat, and more latterly in Teaching Experience Program in

School, I love them. I also say thanks to my friend in IAIN SU; Especially for

Wilda Lestari Cliquers, you are my great Friend, also addresed to Adit, Omak,

Maya, Iin and other in there. Thanks are also addressed to SMA Negeri 2, SMA

Negeri 4, SMA Negeri 3, SMA S Kesuma Indah, SMA S Muhammadiyah and

SMA S Karya Baru Padangsidempuan that give me time to done my research in

their school, the last for SMA Negeri 2 Kisaran students as placed of my teaching

experience. They are always in my mind. Thank you all.

I have attempted as maximal as I can in doing this thesis. However, in my

humble heart the writer hope construct suggestions and critics from the reader for

the perfection of this thesis. The writer hopes this thesis can be useful and gives

many function to the readers knowledge especially about subject matter which is

researched in this thesis.

Medan, Januari 2014

The Writer,

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CONTENT

LEGALIZATION PAGE i

BIOGRAPHY ii

ABSTRACT iii

ACKNOWLEDMENT iv

LIST OF CONTENT vi

TABLE LIST ix

FIGURE LIST xii

APPENDIX LIST xiii

CHAPTER I INTRODUCTION 1

1.1 The Backgroung of Study 1

1.2 The Problem Identifications 4

1.3 Scope of The Research 4

1.4 Problem Statements 4

1.5 Research Objective 5

1.6 Research Significances 5

CHAPTER II LITERATURE STUDY 6

2.1 Concept, Conception and Preconception 6

2.2 Misconception 7

2.3 Classification of Misconception 10

2.4 The Cause of Misconception 12

2.4.1 Students 12

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2.4.3 Textbook 14

2.4.4 Teaching Methods 14

2.4.5 Context 15

2.5 The Concept of Salt Hydrolysis 15

2.5.1 Formation of Salt Hydrolysis 17

2.5.1.1 Salts from Strong Acid and Strong Bases 17

2.5.1.2 Salts from Weak Acid and Strong Bases 18

2.5.1.3 Salts from Strong Acid and Weak Bases 18

2.5.1.4 Salts from Weak Acid and Weak Bases 18

2.5.2 Determining the pH of Salt Solution 19

2.5.2.1 Salts of Strong Acid and Weak Bases 20

2.5.2.2 Salts of Weak Acid and Strong Bases 21

2.5.2.3 Salts of Weak Acid and Weak Bases 22

2.5.3 The Relation Between Kh with Kw, Ka and Kb 23

2.5.3.1 Salts of Strong Acid and Weak Bases 23

2.5.3.2 Salts of Weak Acid and Strong Bases 24

2.5.3.3 Salts of Weak Acid and Weak Bases 25

2.5.4 Salt Hydrolysis in Daily Life 25

CHAPTER III RESEARCH METHODS 27

3.1 Overview of the Research 27

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3.3 Population and Sample 28

3.4 Research Instrument 29

3.5 Technique of the Data Collection 30

3.6 Technique of the Data Analysis 30

CHAPTER IV RESULT AND DISCUSSION 32

4.1 Description Result 32

4.2 Students’ Achievement 32

4.3 Students’ Understanding 33

4.3.1 Salt Hydrolysis Defition 34

4.3.2 Formation of Salt Hydrolysis 36

4.3.3 Determining the pH of Salt Solution 39

4.3.4 The Relation between Kh with Kw, Ka, and Kb 45

4.3.5 Application of Salt Hydrolysis in Daily Life 51

4.4 Discussion 56

CHAPTER V CONCLUSIONS AND SUGGESTIONS 58

5.1 Conclusions 58

5.2 Suggestions 59

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TABLE LIST

Table 2.1 The Grouping Degree of Comprehension Concept 9

Table 2.2 Kinds of Misconception 10

Table 2.3 Property of Salt Hydrolysis 17

Table 3.1 The Description of Population and Sample in Senior High School that

Selected as Sample in the Study For Analyzing of Students

Misconception on Salt Hydrolysis Chemistry ay Senior High School

in Padangsidimpuan 29

Table 4.1 The Average of Students’ Achievements 32

Table 4.2 Grouping Criteria based on students’ achievement for each school 33

Table 4.3 Number of students for aech group based on students’ acievement 33

Table 4.4 Question 4 and its answer in SHCMT 35

Table 4.5 Percentage of students’ responses for question number 4 in SHCMT 36

Table 4.8. Question 5 and its answer in SHCMT 38

Table 4.11 Percentage of students’ responses for question number 8 in

SHCMT 41

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SHCMT 43

Table 4.14 Qusetion 17 and its answer in SHCMT 44

SHCMT 45

SHCMT 47

Table 4.19 Percentage of students’ responses for question number 19

in SHCMT 49

in SHCMT 51

Table 4.22 Qusetion 12 and its answer in SHCMT 52

in SHCMT 53

Table 4.24 The Frequency of correct response to Salt Hydrolysis

Chemistry Misconception Test 53

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Table 4.26 Common Misconceptions of Salt Hydrolysis held by

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APPENDIX LIST

Appendix 1 Concept analysis of chemistry for Senior High School

Eleventh Grade Matter : Salt Hydrolysis 64

Appendix 2 The lattice of problems Salt Hydrolysis Chemistry 67

Appendix 3 Salt Hydrolysis Chemistry Misconception Test Before Validation 68

Appendix 4 Salt Hydrolysis Chemistry Misconception Test After Validation 74

Appendix 5 Key Answer of Salt Hydrolysis Chemistry Misconception Test 80

Appendix 6 Teachers’ Data Form 81

Appendix 7 Data of Students’ Achievement in School A 82 Appendix 8 Data of Students’ Achievement in School B 83 Appendix 9 Data of Students’ Achievement in School C 84 Appendix 10 Data of Students’ Achievement in School D 85

Appendix 11 Data of Students’ Achievement in School E 86

Appendix 12 Data of Students’ Achievement in School F 87 Appendix 13 The Percentage of Students’ Responses 88

Appendix 14 Table of Learning Source in each Senior High School 89

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CHAPTER I INTRODUCTION 1.1 The Background of Study

Basically the development and progress of a nation is influenced by the

quality of education of the nation itself. Education is a strategic tool and a vehicle

for human resource development. Therefore, education should receive serious

attention and handling. On the other hand the manager of education has taken

great care to increase the quality of education to improve student achievement by

optimizing the educational resources available.

One of the main factors that determine the quality of education of a nation

is a teacher. Current assignment and the teacher's role is getting harder, along with

the development of science and technology. Teachers which is at the forefront of

creating quality human resources. Teachers face to face with the learners in the

classroom through the learning process. In the other hand teachers will be

generated qualified students, both academically, skill (skills), emotional maturity,

and moral and spiritual.

Learning is an active process, and what students do with facts and ideas

with which they have been presented depends to a very high degree on what they

already think and believe. Being able to recognize and work with these

student-held ideas and conceptions is thus a key component of an effective educational

strategy (Mulfrod and Robinson, 2002).

When learning science at school students sometimes relate their prior

knowledge to what teacher explain innappropriately, and hence the meanings or

concepts they construct are incorrect, incomplete or ineffective to explain the

scientific phenomena (Osborne and Wittrock, 1983, cited in Pinarbasi et all,

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In essence, the success in the learning process is not only determined by

the accuracy of teachers in choosing the method used, the independence of

students in their learning also has a very large role. Independent learning does not

mean learning alone but learning that relies on the activities and responsibilities of

the student to achieve learning success. Independence of the student in question is

the attitude of students to not depend on others for every problem facing learning.

Students are required to be able to resolve an issue with the ability to learn and

their own efforts so that students with high self-reliance can obtain better

performance.

Chemistry is sometimes viewed as a difficult subject. It requires students

to go between (1) macroscopic representations that describe properties of tangible

and visible phenomena in the everyday experiences of learners, (2)

submicroscopic (or molecular) representations that provide explanations at the

particulate level in which matter is described as being composed of atoms,

molecules and ions, and (3) symbolic (or ionic) representations that involve the

use of chemical symbols, formulas and equations, as well as every media that

symbolize matter (chandrasegaran et all, 2007).

Most chemistry teaching operates at the macro (or laboratory) level and the symbolic level, but it’s known that many misconceptions in chemistry stem from an inability to visualize structures and processes at the submicroscopic level

(Tasker and Dalton).

According to Fask et all (in Wiseman, 1981:41) that largely concepts in

chemistry is the abstract concept and generally is the get ladder concepts which

develop from the simple to complex (Sastrawijaya, 1988:45). The learning result

that expected based on the aims is the students can understanding the concepts

that was learn correctly and concern the concept that was have before and can

apply that concepts in daily life and also in technology. To get the aims,

sometimes the students feel a lot of obstruction. Students try to interpreted or

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the true concept, so cause the wrong concept in students thinking, the wrong

concepts called as misconceptions by Fisher (Griffith).

Students that through misconceptions not realise that their was through

misconception, because the students look the concept which was have is a true

concept. This case will effect to understanding the students in the future where in

a material will effect learning handicap in other material. Because every concept

has the relevance with other concept.

Identifying misconception of students is the first step for preventing misconceptions in chemistry. The identification of the students’ understandings and misconceptions has been the goal of many of the studies carried out over the

last years (Ozmen, 2004). Some of the conceptual areas in which most studies

havebeen conducted are chemical equilibrium (Erdemir et al.,2000; Sendur et al.,

2010; Husseini, 2011), acid-base (Ross and Munby, 1991; Kousathana et al.,

2005; Sheppard, 2006), chemical bonding (Peterson et al., 1986; Coll and Taylor,

2002; Ozmen, 2004; Smith and Nakhleh, 2011), nuclear chemistry (Nakibog˘Lu

and Tekin, 2006), atomic orbital and hybridization (Nakiboglu, 2003),

buffersolution (Orgil and Sutherland, 2008), solutions and their components (Çalık and Ayas, 2005; Pinarbasi and Canpolat, 2003), colligative properties (Pinarbasi et al.,2009), thermochemistry (Azliandry, 2007) and electrochemistry

(Sanger and Greenbowe, 1999; Huddle and White, 2000) (Zainuddin Muchtar and

Harizal, 2012). Actually, the basic of a research education is a curriculum,

because from the curriculum is the basic of education. All of the teaching and

learning process is based on the curriculum. From this curriculum we can know

the matter, and then make a syllabus of the matter, the teaching and learning

process in classroom be guided by syllabus, so that from them we can know the

some problem that had been around by students. Because of that, in this research

the writer showed the Concept Analysis in Salt Hydrolysis (Appendix 1).

As has already been worded above, there are several topic in chemical one

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hydrolysis. Topic from hydrolysis constitutes one of topic which need

comprehension and integration of there are many chemical introduction

knowledge. Hydrolysis is one of topic that can work out the misconception. Because some students can’t differrent which one hydrolysis and which one the buffer solution. Two of them if we glanced it closed resemblance, so that some of

students can do some misconception in this topic. Usually student gets to get new

science after they study it without understands it. This case can make a

misconceptions.

Therefore, in this case the researcher chose the research entitled

Analyzing of Students’ Misconception on Salt Hydrolysis Chemistry at Senior High School in Padangsidempuan. This research aims to investigate the students’ misconceptions about hydrolysis at senior high school in Padangsidempuan.

1.2 The Problem Identifications

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

follows:

1. Most students have some difficulties in understanding chemistry concept

especially for Salt Hydrolysis.

2. There are incompatibilities between students’ concepts and true concepts.

1.3 Scope of the research

The scopes of this research are:

1. In this study is limited to investigate the misconception of senior high

school students.

2. The sample is limited to students’ year XI.

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1.4 Problem Statements

The problem statements of this research are:

1. What are the type of subconcept in hydrolysis that make students’

misconceptions?

2. What is the percentage of students’ misconception about Salt Hydrolysis?

1.5 Research Objectives

The objectives of this research are:

1. To identify the types of subconcept in hydrolysis that make students’

misconceptions.

2. To identify the percentage of students’ misconception about Salt

Hydrolysis.

1.6 Research Significances

This study is expected as follows:

1. To be an information about students’ misconception about Salt

Hydrolysis.

2. To be an input to improve the quality teaching and learning chemistry

especially about Salt Hydrolysis in senior high school.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions

1. Analysis of students misconceptions on salt hydrolysis using Salt

Hydrolysis Chemistry Misconception Test showed that there were

some issues from five main concepts of salt hydrolysis chemistry,

the name of the concepts is salt hydrolysis definition, formation of

salt hydrolysis, determining the pH of salt solution, the relation

between Kh with Kw, Ka, and Kb, and the application of salt hydrolysis in daily life. The percentage of students misconceptions

for five main concept is 26.06%; 27.07%; 23,54%; 29.78%; and

25.76%.

2. Analysis of students’ responses showed that there were three areas

as the main problems in fomation of students misconceptions

namely, fragmentation of students’ understanding, problems with

symbols and mathematical formula, and problems in

generalizations.

3. From analysis of data the students have more difficulties in the

determining the pH salt of solution, the relation between Kh with Kw, Ka, and Kb, and the application of salt hydrolysis in daily life concept.

4. From analysis of students’ misconceptions on salt hydrolysis

chemistry topic using Salt Hydrolysis Chemistry Misconception

Test showed the different understanding from each school. Beside

that, from students response in Salt Hydrolysis Chemistry

Misconception Test, also can see that the different in answering

question from foreign school and private school. Actually, the

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5.2. Suggestions

From the data of students’ misconceptions on salt hydrolysis chemistry identified in this study, it is suggested for senior high school teachers to do the diagnostic misconceptions into students’ after the each of subject material done learning. So that, can detect the students’ misconceptions early. Beside that, teachers advasible observe the prior

knowledge of the students before teaching and learning process do.

Teachers also must give a variation in their teaching methods to make the

concepts that learn better. And for more, teachers hope give more example

of application concept that learnen. For better learning, advisable the

teacher must called up again about the relation between molarity and the

pH, also about the symbols which use in the subject matter that will learn.

Further investigations about students’ misconceptions on salt hydrolysis chemistry topic are suggested using various methods to get

better data analysis. Considering the importance in collecting the data of

students’ misconceptions, it is also suggested for other reasearchers to

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