STRUCTURE IN RELATION TO PHOTOSYNTHESIS
RESEARCH PAPER
Submitted as Requirement to Obtain Degree of Sarjana Pendidikan in
International Program on Science Education (IPSE) Study Program
by: Desty Nurbaety
1100139
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCE EDUCATION
ABOUT PLANT STRUCTURE
IN RELATION TO PHOTOSYNTHESIS
Oleh Desty Nurbaety
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Matematika dan Ilmu Pengetahuan
Alam
© Desty Nurbaety 2015 Universitas Pendidikan Indonesia
Agustus 2015
Hak Cipta dilindungi undang-undang.
THE USE OF DRAWING METHOD FOR DIAGNOSING STUDENTS’ MISCONCEPTION ABOUT PLANT STRUCTURE IN RELATION TO
PHOTOSYNTHESIS
By Desty Nurbaety
1100139
Approved and Authorized by, Supervisor I
Prof. Dr. Hj. Nuryani Y. Rustaman, M. Pd
NIP. 195012311979032029
Supervisor II
Dr. Yayan Sanjaya, M. Si
NIP. 197112312001121001
Perceived,
Head of International Program on Science Education Study Program
Dr. Diana Rochintaniawati, M. Ed
THE USE OF DRAWING METHOD FOR DIAGNOSING
STUDENTS’ MISCONCEPTION ABOUT PLANT
STRUCTURE IN RELATION TO PHOTOSYNTHESIS
Desty Nurbaety
International Program on Science Education (IPSE) Indonesia University of Education, Indonesia
desty.nurbaety@student.upi.edu
Abstract
The study of diagnosing students’ misconception about plant structure in relation to photosynthesis among middle school using drawing method was conducted to identify
students’ misconception using drawing method concerning on this important concept. A
descriptive research was applied in this study and a number of eight grade students (N=32) is participated in this research. Purposive sampling was implemented as the sampling technique of this study. Data was gathered from thirty two students’ drawings, modified Certainty of Response Index (CRI), interview, and questionnaire. These drawings were analyzed and categorized based on five level of drawings criteria by Köse. The result showed that the students intensify on Level 4 in which students’ drawings mostly demonstrate partial understanding and no misconception found in the concept of plant structure in relation to photosynthesis. From the drawings, there were 25% students identified which held misconception on plant structure and it is followed by 40,63% drawings with misconception for photosynthesis concept. This findings was supported by modified CRI analysis which shows there was 37,63% students that held misconceptions. Based on modified CRI analysis and interview result also found that students mostly held misconception on determining time when photosynthesis happen, location of photosynthesis occurred, and structure and function of plant that related with photosynthesis concept. Besides that, other interesting facts showed that the students cannot grasp the idea of root system, shoot system, and photosynthesis as interrelated concept in science. The main causes of students’ misconception come from students’ itself, textbook, and their interaction with environment.
PENGGUNAAN METODE MENGGAMBAR UNTUK
MENDIAGNOSA MISKONSEPSI SISWA PADA KONSEP
STRUKTUR TUMBUHAN DALAM KAITANNYA DENGAN
KONSEP FOTOSINTESIS
Desty Nurbaety
International Program on Science Education (IPSE) Indonesia University of Education, Indonesia
desty.nurbaety@student.upi.edu
Abstrak
Penelitian mengenai diagnosa miskonsepsi siswa pada konsep struktur tumbuhan dalam kaitannya dengan konsep fotosintesis telah dilaksanakan untuk mengidentifikasi miskonsepsi siswa pada konsep tersebut dengan menggunakan metode menggambar. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan melibatkan sejumlah siswa (N=32) kelas VIII dan pengambilan sampel dilakukan secara purposive sampling. Data penelitian ini diperoleh melaui gambar siswa, tes pilihan ganda disertai modifikasi Certainty of Response Index (CRI), wawancara, dan angket siswa. Data gambar siswa dianalisis dan dikategorikan berdasarkan lima level gambar yang dikembangkan oleh Köse. Hasil penelitian menunjukkan bahwa presentasi tertinggi dari gambar siswa berada pada Level 4. Berdasarkan data gambar, terdapat 25% siswa yang mengalami miskonsepsi pada konsep struktur tumbuhan dan 40,63% siswa pada konsep fotosintesis. Penemuan ini ditunjang dengan analisa tes pilihan ganda beralasan terbuka yang disertai dengan modifikasi CRI. Berdasarkan analisis CRI dan wawancara juga menunjukkan bahwa terdapat 37,63% siswa mengalami miskonsepsi dalam menentukan waktu dan tempat terjadinya fotosintesis, struktur dan fungsi tumbuhan yang berkaitan dengan konsep fotosintesis. Selain itu, penelitian ini menemukan bahwa siswa belum berhasil memahami konsep sistem akar, sistem pucuk, dan fotosintesis sebagai konsep yang saling berhubungan. Penyebab utama miskonsepsi siswa berasal dari siswa itu sendiri, buku, dan interaksinya dengan lingkungan.
TABLE OF CONTENTS
SHEET OF LEGITIMATION DECLARATION
ABSTRACT ... i
PREFACE ... ii
ACKNOWLEDGEMENT ... iii
TABLE OF CONTENTS... v
LIST OF TABLES ... vii
LIST OF FIGURES ... viii
LIST OF APPENDICES... ix
CHAPTER I INTRODUCTION A. Background ... 1
B. Research Problem... 3
C. Research Question ... 3
D. Limitation of Problem ... 4
E. Research Objective ... 4
F. Organization Structure of Research Paper ... 5
CHAPTER II STUDENTS’ MISCONCEPTION ABOUT PLANT STRUCTURE IN RELATION TO PHOTOSYNTHESIS A. Misconception 1. Conceptualizing Misconception ... 6
2. Sources of Misconception ... 7
B. The Use of Drawing Method for Diagnosing Misconception ... 9
C. Identification of Misconception Using CRI ... 11
CHAPTER III RESEARCH METHODOLOGY
A. Research Design ... 24
B. Population and Sample ... 24
C. Operational Definition ... 25
D. Research Instrument ... 26
E. Research Procedure ... 43
F. Research Plot ... 44
CHAPTER IV RESULT AND DISCUSSION A. Research Result 1. Result of Students’ Drawings... 45
2. Result of CRI... 50
3. Result of Students’ Interview ... 51
4. Result of Questionnaire . ... 52
B. Research Discussion 1. Analysis of Students’ Misconception Through Drawings ... 54
2. Analysis of Students’ Misconception Using CRI ... 59
3. Analysis of Questionnaire ... 67
CHAPTER IV CONCLUSION AND RECOMMENDATION A. Conclusion... 69
B. Recommendation... 70
REFERENCES. ... 71
LIST OF TABLES
Table 3.1 Rubric for Students’ Drawing ... 26
Table 3.2 Questionnaire Item Specification ... 27
Table 3.3 Specification of Multiple Choice with Open Reason Item ... 28
Table 3.4 Classification Validity Coefficient... 30
Table 3.5 Classification of Reliability Coefficient ... 31
Table 3.6 Discriminating Power Classification... 32
Table 3.7 Coefficient C lassification Of Difficulty Index ... 33
Table 3.8 Recapitulation of Multiple Choice Item Test... 34
Table 3.9 Interview Guideline ... 36
Table 3.10 Rubric of Level of Drawing . ... 38
Table 3.11 Modified Certainty of Response Test ... 41
Table 4.1 The most frequent elements for function of plants’ organs ... 46
Table 4.2 The most frequent elements for photosynthesis ... 48
Table 4.3 The most frequent organs and organelles ... 48
Table 4.4 Students’ misconception obtained from drawings ... 49
Table 4.5 Percentage of Students’ Misconception Using CRI ... 50
LIST OF FIGURES
Figure 2.1 A typical body plant of angiosperm... 13
Figure 2.2 Monocots and eudicots leaf venation ... 16
Figure 2.3 Variation of leaf shape ... 17
Figure 2.4 Energy from the sun drives the process of photosynthesis ... 18
Figure 2.5 Zooming in on the location of photosynthesis in a plant ... 20
Figure 3.12 Research Plot ... 44
Figure 4.1 Percentage of Students’ Drawing Level ... 45
Figure 4.2 Drawings with Misconception (Level 3) about Plant Structure ... 54
LIST OF APPENDICES
A. INSTRUMENT JUDGEMENT FORM
Appendix A1. Result of Instruments Judgment ... 77
Appendix A2. Instrument Judgment Forms ... 92
B. RESEARCH INSTRUMENTS Appendix B1. Drawing Instruction Form of Plant Structure ... 98
Appendix B2. Drawing Instruction Form of Photosynthesis ... 99
Appendix B3. Questionnaire Form ...100
Appendix B4. Interview Guideline Form ...102
Appendix B5. Multiple Choice Item Test (PROPOSED) ...104
Appendix B6. Multiple Choice Item Test (USED) ...112
C. RESEARCH RESULTS Appendix C1. Drawings Result for Plant Structure ...126
Appendix C2. Drawings Result for Photosynthesis ...128
Appendix C3. Recapitulation of Misconception ...130
Appendix C4. Interview Transcription ...134
Appendix C5. Questionnaire Result ...137
Appendix C6. Recapitulation of Level of Drawings ...140
D. DOCUMENTATION ...142
E. ADMINISTRATION ...144
CHAPTER I INTRODUCTION
A. Background
Students come to school with varying experience and ideas about the natural word. The scope of these ideas are as diverse as the students’ background and they are often different from those of scientist. Fisher stated
that these differing frameworks have been described as misconception
(Tekkaya, 2002).
Misconceptions can be resulted due to the number of contacts students
make with the physical and social world around them (Wiley and Klosterman,
2012), they may occur due to something the student experienced in their
personal life, from communication with different teachers and friends or
through source of media (Stajonavska et al., 2012). Previous studies also
highlighted that textbooks are another prevalent source that contributes to the
formation of misconceptions by students (Abimbola and Baba, 1996).
All of the above statements could be described as the origin of
formation of misconception and it can result a powerful, extremely persistent,
and hard to change, and creating obstacle to further learning (Canpolat et al. in
Stajonavska et al., 2012). Then, misconception also is one of important factors which prevent students’ meaningful learning (Köse, 2008). This dangerous condition is one crucial reason why the study of misconception should be
investigated well by the science educators.
In education major, there are several methods that used for diagnosing
conceptual understanding and misconception, such as open-ended questions
(Mondal and Chakraborty, 2013; Ozcan, Yildrim, and Ozgur, 2012), two-tier
diagnostic test (Bayrak, 2013; Balushi et al., 2012), interviews about concepts
(Stajonavska et al., 2012; Lemma, 2013; Thompson, 2006; Gültekin and
Topsakal, 2014), drawings (Halim et al., 2014; and Gultekin and Topsakal,
2014; Wekesa, 2013), and word association (Kurt, 2013). According to Köse
(2008), drawings could be considered as simple research instruments that
dislike answering the questions, drawings can be completed quickly, easily and in an enjoyable way. Children’s drawings provide a window into their thoughts and feelings; mainly because they reflect an image of his/her mind
(Köse, 2008).
Recent research shows that drawing can be used as an effective form
of providing a creative way to gather misconceptions and giving insight to
alternative conceptions. Drawing activities and interview section are successfully carried out to explore children’s idea about abstract concept, e.g. basic chemical concept (Lemma, 2013). In another studies, drawing is used to improve the students’ performance in biology (Wekesa, 2013) and determine the level of misconception in forces concept (Halim et al., 2014). In the
previous studies, the children were asked to draw a plant and label parts of
them after the researcher showed them the plants (Gultekin and Topsakal,
2014) and Köse (2008) showed that drawing method is applied to determine
university students’ misconception concerning on photosynthesis and
respiration. In this study, misconception about plant structure and
photosynthesis concept using drawing method in combination with interview
are exposed.
Plant structure and photosynthesis are important science concepts
which are in the middle school curriculum of many countries. Plant structure
concept describes the basic morphology of plants and bridges the students to
understand another correlated topics, such as photosynthesis. By acquiring the
knowledge of plant structure concept, the students could understand how the
plant basic organs as the external structure of plant form specialized function
and take the crucial roles in photosynthesis process. Since these fundamental
concepts are extremely necessary to be learnt, thus it is very important to
determine the misconception and trace the sources of misconception on the
relationship between plant structure and photosynthesis concept among middle
B. Research Problem
The research problem of this study is “How is the misconception concerning plant structure in relation to photosynthesis among middle school students that
is diagnosed using drawing method?”
C. Research Question
Based on the research problem above, the research questions that developed
and explore in this study as follow:
1. What kind of misconceptions that is holded by the middle school students
regarding to plant structure include root system and shoot system that
diagnosed using drawing method?
2. How is the misconception holded with the photosynthesis in plant among
middle school students that diagnosed using drawing method?
3. How is the misconception holded by middle school students about plant
structure in relation to photosynthesis that diagnosed using drawing
method and modified Certainty of Response Index?
D. Limitation of Problem
In order to bring this study into focus, the problem is limited as follow:
1. Students’ misconceptions are diagnosed using drawing method based on
Köse (2008) item test with Modified Certainty of Response Index (CRI)
based on Hakim et al. (2012), and interview.
2. Students’ misconception that examined in this study about plant structure
that includes the root system and shoot system (i.e. Stems, leaves, and
flowers).
3. Students’ misconception that examined in this study about photosynthesis
process in plant, include sites of photosynthesis, components needed for
photosynthesis, product of photosynthesis, and the role of plant basic
E. Research Objective
The objective of this research is to identify students’ misconception about
plant structure in relation to photosynthesis using drawing method.
F. Research Benefit
The study was expected to provide some benefits for students, teachers,
schools and researcher as follow:
1. Teacher
Enrich teacher’s knowledge of diagnosing method to identify student’s misconception about science concept and discover a better learning
strategy that can reduce misconception.
2. Student
Helping the students to contruct and reveal their understanding about
certain science concepts (e.g. plant structure and photosynthesis concept)
through drawings.
3. School
Planning and preparing a learning strategy and select teaching media (e.g.
textbook) which can decrease the potential of misconception in the
classroom.
4. Further Research
a. Giving experience to implement drawing method and interview as the method combination for determining students’ misconception in science concept.
b. Contribute the study about student’s misconception that could be
G. Organization Structure of Research Paper
Chapter one tells about the background and problem identification which
become the base of this research. Based on the research problem, the study
will be brought into several research questions which determine the objectives
of this research. This chapter also is crucial to determine the flow of the next
chapters, such as literature review and methodology.
Chapter two gives the fundamental concepts and theories that needed by
the author to analyze the result of the findings. Chapter two will be divided
into different focus, namely misconception, drawing method, and an overview
of plant structure and photosynthesis concept. This chapter is designed to
support the argument and result analysis in this research.
Chapter three describes the methodology used in this research. Besides
that, the population, sampling technique, and a brief explanation related
operational definition. In this chapter three, a set of instruments that applied in
this research is explained concisely.
Chapter four contains the research result and discussion. This chapter tells
about the findings and analysis concerning on this study. Chapter four also
will answer the research problem that has been described in the first chapter.
Through chapter 4, each findings are analyzed using a selected theory and
supported by previous findings in the same field of research.
Chapter five is the closure chapter which draw the conclusion of this
CHAPTER III METHODOLOGY
A. Research Design
The study applied descriptive research method to diagnose students’
misconception about plant structure in relation photosynthesis. According to
Best, descriptive research is concerned with how what is or what exists is
related to some preceding event that has affected a present condition or event
(Cohen et al., 2007). Furthermore, Fraenkel and Wallen (2007) reveal that
descriptive studies describe a given state of affairs as fully and carefully as
possible.
In this research, the data is gathered using drawing method, while the
interview and questionnaire are implemented as the supporting data to
complete the study. Then, these data are analyzed and used to describe the
current misconception that experienced by the sample of this research.
B. Population and Sample
The location of this research is International Junior High School in
Bandung. This school uses English as the formal language of instruction and
applies Cambridge Curriculum in combined with National Curriculum of
2013.
The population of this research will be all 8th grade students at
International Junior High School X in Bandung. The samples are 32 students
who have learnt about Plant Structure and Photosynthesis in School “X”. The sampling technique that will be chosen is Purposive sampling. Fraenkel and
Wallen (2007) stated that purposive sampling is different from convenience
sampling in that researchers do not simply study whoever is available but
rather use their judgment to select a sample that they believe, based on prior
information, will provide the data they need. By using purposive sampling, the
researcher selects the samples who have learnt plant structure and
photosynthesis concept. It has purpose to diagnose students’ misconception
C. Operational Definition
In order to avoid misconception about this research, some operational
definitions are explained in this study. Those terminologies are described as
follow.
1. Misconceptions in plant structure is the number of students’ drawing about
root system and shoot system which not aligned with scientific concept
and adjusted to the criteria in the rubric scale and interview as the
supporting data. The drawing method of this study is based on Köse
(2008).
2. Misconception in photosynthesis is the number of students’ drawings that
show scientifically incorrect photosynthesis concept and suit to the criteria
of drawing with misconception in the rubric scale which based on Köse
(2008). In addition, the interview session is applied to support the findings
and the analysis of this study.
3. Drawing method that used in this study was developed by Köse (2008) and
composed by five level of drawings. The students’ misconceptions are
diagnosed based on the third level of drawings which contains spesific
criteria to describe students misconception concerning on plant structure
in relation to photosynthesis.
4. Certainty of Response Index that applied in this study was developed by
Hasan et. al (1999) in combined with answers to multiple choice and open-
reasons that have been developed by Hakim et. al (2012). The students’
misconception about plant structure in relation to photosynthesis are
determined, if they give correct answer and incorrect reason; incorrect
answer and correct reason; or incorrect answer and reason, with Certainty
D. Research Instrument
In this research, instrument is necessary to be used for gaining idea. These are
four types instrument that are used in this research. Those instruments are
described below.
1. Drawing Instruction
The drawing instruction is applied to lead the students reflect their
understanding about plant structure concept in relation to photosynthesis
concept through drawing. This instruction consists of several guided
statement related to the concept of plant structure and photosynthesis,
which ask the students to draw on the A4- sized paper. The design of
drawing instruction is shown in Appendix B1 and B2.
2. Rubric Scale
The rubric scale is used to identify the misconception about plant
structure concept and photosynthesis concept that hold by junior high
school students. This rubric contains a set of criteria, which categorize the
students based on the five levels of conceptual understanding and
misconception for these concepts. The design of the rubric scale will be
used in this study is the similar rubric that have been used by Köse (2008)
and it is shown in Table 3.1. Meanwhile, the modification of Rubric Scale
of Drawing is presented in Table 3.10.
Table 3.1 Rubric for Students’ Drawing
Level Criteria
1 No drawing
2 Non-representational drawings
3 Drawings with misconceptions
4 Partial drawings
3. Questionnaire
The questionnaire is arranged to gain the data of students’ interest in
drawing and learning biology concept. The open- ended questions will be
chosen as the format of the questionnaire. Moreover, the questionnaire
provide additional findings about students’ interest in drawing and other
information which could be used to support analysis in this research.
Table 3.2 Questionnaire Item Specification
No. Indicator Question Plant Structure and Function, photosynthesis? (If yes, you could mention the topics taught by the teacher that involve drawings) 3. Media or source of
teaching that used to adapt the drawings
Where do you usually take/ adapt the figures that used for learning plant structure and function, photosynthesis concept? A. Teacher draws it by him/ herself B. Drawings are adapted from the book C. Models, such as torso plant structure and photosynthesis concept?
5. The contribution of drawing to stimulate
students’ motivation
Could the drawings used by the teacher increase your motivation to learn plant structure and photosynthesis concept? 6. The contribution of
drawing to improve
students’ understanding
Could the drawings improve your
understanding concerning on plant structure and photosynthesis concept?
7. Drawing interest Do you like drawing?
No. Indicator Question
9. Readability of drawings in teaching media
Are the drawings (e.g. figure) on the book or other teaching media understandable well in learning plant structure and photosynthesis concept?
4. Item Test in Combined with Certainty of Response Index (CRI)
Besides using drawing method, the students’ misconception about
plant structure in relation to photosynthesis will be identified using
multiple choice questions with open- reason and Certainty of Response
Table 3.3 Specification of Multiple Choice with Open Reason Item
Concept Number of
Components needed for photosynthesis 14, 15, 29, 30
Products of photosynthesis 16, 17, 18, 19,
21, 22, 23
Time when photosynthesis occur 25
General equation of photosynthesis 26
Factors that affect photosynthesis 20, 27, 28
In addition, Certainty of Response Test (CRI) values shows the
magnitude of the level of confidence in answering questions. Following
criteria set by the CRI value: 0 for total guess the answer; 1 almost guess;
students themselves about beliefs when answering each question. In other
words, when learners give CRI, actually provide an assessment of the
learners themselves for choosing rules or concepts that have been
ingrained in his mind so that they can determine the answer to a question
(Hakim et al., 2012).
As a diagnostic test, there are several steps that have been designed to
develop this instrument, such as:
a. Determining the standard competency and indicators for item test.
b. Constructing the specification of concept that will be used in multiple
choice questions with open- reason.
c. Making a draft of instrument.
d. Instrument justification that judged by:
1) Assessments in science education lecturer
2) Plant anatomy experts
3) Science teaching and learning lecturers.
e. Try out on students.
After being judged by lecturers and some experts in related field, the
instrument should be revised and tried out on another class which had
learned the topic before. Based on the test results, the instrument
questions will be analyzed with the following requirements:
1) Validity
Anderson, S. B. as quoted in Arikunto (2003) revealed that “A
test is valid if it measure what it purpose to measure”. Validity of an instrument is used to measure what it is designed to measure.
The aspect that measured through this instrument is cognitive
aspect toward plant structure in relation to photosynthesis concept.
The researcher use the Coefficient of Product Moment Karl
With, : correlation coefficient between x and y variable n : amount of student
x : total score in test item y : total score of student
Interpretation about will be divided into different categories based on Guilford quoted by Arikunto (2003):
Table 3.4 Classification Validity Coefficient Value Interpretation
that provides consistent and stable indication of the characteristic
Table 3.5 Classification of Reliability Coefficient
Another important procedure in item analysis is calculating the
item discrimination power (DP) which can be defined an item test
discriminates between high achiever students with low achiever
Table 3.6 Discriminating Power Classification
4) Difficulty Level
A difficulty index will affect the quality of the item test, because an
item test which has a low difficulty index (very difficult) probably
cause the students desperate and decrease their spirit to solve the
problem of the item test (Arikunto, 2003). This case has led the
researcher to investigate the difficulty index for each item test. The
difficulty index (P) is calculated using the formula below.
JS B P
Where:
P = Difficulty index
B = students who answer right JS = total amount of students
Arikunto (2003) Value DP Interpretation
Very poor
Poor
Fair
Good
Classification of difficulty level in each test item that used is based on
Arikunto (2003):
Table 3.7 Coefficient Classification of Difficulty Index
Value P Interpretation
IK = 0,00 Very difficult
0,00 < IK
0,30 Difficult0,30< IK
0,70 Medium0,70< IK <1,00 Easy
Table 3.8 Recapitulation of Multiple Choice Item Test
Difficult 0,375 Significance Accepted
5 0,00 Medium -0,009 - Revised
Difficult 0,320 Significance Accepted
11 28,57 Easy 0,325 Significance Accepted
18 42,86 Medium 0,337 Significance Accepted
Question
29 42,86 Medium 0,365 Significance Accepted
30 14,29 Very Easy 0,323 Significance Accepted
39 57,14 Medium 0,390 Significance Accepted
40 14,29 Medium 0,177 - Revised
5. Interview Guideline
After the drawings is evaluated and categorized according to the
criteria above, individual interviews will be conducted among the students
with randomly chosen. The purpose was to check the validity of the
interpretation of the drawings.
Table 3.9 Interview Guideline
Name :
Class :
Signature :
No. Aspect Indicator Question
1. Teaching methodology Teaching method that
implemented in
learning plant structure and photosynthesis concept
What kind of teaching method (e.g. lecturing, field observation, and etc.) does your teacher choose in teaching plant structure and photosynthesis concept?
2. How should the teacher teach the
concept of plant structure and photosynthesis?
3. Teaching media Learning sources What kind of teaching media that used
in learning structure and these concepts? Mention the name of the book and publisher.
Which parts of plant structure and function concept are most difficult to be understood?
No. Indicator Question
8. When you are asked to draw the
plant structure concept and photosynthesis, have you ever found the difficulties? Could you like to explain it?
9. Reason of the students’
answer
Why do you draw the concept of plant structure and photosynthesis like this
(researcher shows the interviewees’
drawings)?
10. Students’ certainty of
the answer and the drawings
Are you sure with your answer and the drawings?
11. Concept mastery Researcher several questions related to
structure and function of root system and shoot system.
12. Teacher asks several questions
concerning on plant structure and photosynthesis concept, such as: a. Where are the organelle cells as
the site of photosynthesis?
b. What are the major organs in plant that take a role as sites for
photosynthesis?
c. What are the components needed for photosynthesis?
d. What are products that resulted from photosynthesis?
e. When does photosynthesis occur?
E. Data Processing
Data obtained from the students’ drawing, questionnaire, multiple choice
questions with open- reason and Certainty of Response Index (CRI), and
interview. The detail description of data processing techniques are
explained as follows:
1. Drawing Analysis
The students’ drawing of plant structure in relation to photosynthesis
concept is analyzed through two steps as follow:
Level of Drawing Structure and Function incompletely and there is no misconception. For
b. Calculation of Students’ Drawing Percentage
After the students’ level of drawing is categorized based on the
criteria above, then the percentage for each level of drawing would
be calculated using formula as follow:
% Level of Drawing =
2. Questionnaire Analysis
The questionnaire is used to analyze the students’ interest in
drawing. This instrument contains a set of questions that could give
additional information and findings to support the analysis of students’
misconception about plant structure in relation to photosynthesis. The
questionnaire will be processed using a simple formula as follow.
% Students =
3. Certainty of Response Index (CRI) Analysis
Besides using students’ drawing as qualitative data, the
identification of students’ misconception about plant structure in
relation to photosynthesis concept involves certainty of response index
(CRI) which developed by Hasan et al. (1999). Certainty of response
index (CRI) is one technique to distinguish the students who
understand the concept, misconception, and do not understand the
concept (Hakim et al., 2012). In order to analyze the result of CRI data,
there are several steps that administered in this research as follow:
a. The item test consists of 30 multiple choice questions that
combined with open reason and scale of CRI for each number.
b. The category of students’ understanding is determined by the
answer of multiple choice question, reason, and the scale of CRI
that chosen by the students. The categorization which adapted from
Table 3.11 Modified Certainty of Response Test Answer Reason Value of
CRI Description
Correct Correct > 2,5 Understand the concept well
Correct Correct <2,5 Understand the concept, but
not sure
Correct Incorrect >2,5 Misconception
Correct Incorrect <2,5 Do not understand the concept
Incorrect Correct >2,5 Misconception
Incorrect Correct <2,5 Do not understand the concept
Incorrect Incorrect >2,5 Misconception
Incorrect Incorrect <2,5 Do not understand the concept
c. Analyze students’ answer to differ the students who understand the
concept well, understand the concept but not sure, misconception,
and do not understand the concept.
d. The result of students’ understanding category is calculated using a
simple formula as follow:
P =
Description:
P : Percentage for each category
f : Number of students for each category
4. Interview Result
After the drawings and CRI item tests were evaluated, individual
interviews were conducted about the detailed subjects with
randomly chosen 14 students. In this interview, the students were
asked several questions which have been constructed by researcher.
The interview section is implemented to check and clarify the
drawings and dig more information about students’ misconception. The students’ responses during interview were recorded and written
F. Research procedure
The procedure of this study consisted of following sequential step, which
divide into three stages:
1. Preparation Stage
The activities consist of several steps, they are:
a. Conducting literature study.
This part is an initial step that conducted to gain actual information
related to the theories and research problem. These data could be taken
from compatible resource, such as the latest book, journal, articles, and
etc.
b. Choose the topic for implementing research.
c. Determine the school as the place to conduct the research.
d. Contact the schools and science teacher.
e. Make a permission letter.
f. Conducting prior study.
It could be done by examining schools’ archived file about students
achievement in science subject and observe how the lesson is
conducted in the classroom.
g. Determine the research sample.
h. Construct and justify the instrument.
2. Implementation Stage
a. Administration the instrument.
b. Analyze the data.
c. Recording misconceptions and identifying students holding those
misconceptions.
d. Conducting interviews to the students who hold the misconceptions.
G. Research Plot
Figure 3.12 Research Plot
Problem
Identification
Instrument Validation Constructing instrument Choosing topic for
conducting the study
Administration the instrument
Recording and identifying students misconceptions
Conducting interviews
Implementation
Stage
Data analysis
Draw conclusion Data processing
Completion
Stage
Determine the sample of research Conducting prior study on
students’ misconception
about plant structure and photosynthesis concept
CHAPTER V
CONCLUSION AND RECOMMENDATION
A. Conclusion
The drawing method in combined with individual interview and Certainty
of Response Index (CRI) has been applied to explore students’ misconception about plant structure in relation to photosynthesis concept
and it provides valuable information which can be used as a mirror of
students’ representational world misconceptions and the conclusion can be drawn as follow:
1. The implementation of drawing method in combined with interview have
identified students’ misconception about photosynthesis concept which is
higher than plant structure concept and the misconception intensify on
determining time when photosynthesis happen, location of
photosynthesis occurred, as well as structure and function of plant that
related with photosynthesis concept.
2. The students cannot grasp the idea of root system, shoot system, and
photosynthesis as interrelated concept in science.
3. The multiple choice item test in combined with open reason and
Certainty of Response Index (CRI) has shown that the percentage of
students with misconception is higher than the students understand the
concept well. The students’ misconceptions are mostly found on plant
structure related to the higher plants and lower plants, structure of types
of root, function of chlorophyll, products of photosynthesis and
components needed for photosynthesis, and time when photosynthesis
B. Recommendation
Based on the research findings, there are several recommendation that
could be considered for a better and more qualified research as follow:
1. The drawing method as one instrument to diagnose misconception
could be used to identify the misconception in other science
concepts. Then, it would be better if the construction of item test in
combined with CRI should be based on the misconception pattern on
the topic that used, so that the misconception could be identified
precisely.
2. The researcher should consider the students’ interest of drawings, because this aspect gives influence to the result of the drawings.
3. Not only descriptive study, the drawing method also could be
developed by next researcher in other design of research, such as
experiment that focus on diagnosing students’ misconception and
remediation.
4. In order to obtain the data which merely represent students’ misconception among middle school students, the number of
samples should be increased. So that the samples do not only come
from one school.
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