Please use this identifier to cite or link to this item: http://repository.uinjkt.ac.id/dspace/handle/123456789/32518
Title: Analysis of Student's Misconceptions of Basic Conception of Natural Sciences Through CRI (Certainly of Responce Index), Clinical Interview, and Concept Maps
Authors: Zulfiani
Nengsih Juanengsih
Iwan Permana Suwarna
Burhanudin Milama
Keywords: Misconception,;Basic Science of Natrual Sciences;CRI
Issue Date: Jun-2014
Publisher: Faculty of Natural Science and Mathematics Yogyakarta State University
Citation: Zulfiani, Nengsih Juanengsih, Iwan Permana Suwarna, Burhanudin Milama Analysis of Student's Misconceptions of Basic Conception of Natural Sciences Through CRI (Certainly of Responce Index), Clinical Interview, and Concept Maps, al Science and Mathematics Yogyakarta State University, 2014
Abstract: This study is a descriptive study aims to investigate student's misconception in basic concepts of natural science through CRI,clinical interview and concept map. The basic concept of natural science concist of concept of Biology including cell concept and cell division, cellular respiration, photosyntehesis and heredity concepts of Chemistry including atomic structure and periodic system of elements,, stoichiometry, thermochemistry, and chemical kinetics; concepts, concepts of physics including fluid, waves, electrycity, and mechanics, Subject of study were 131 students majoring in Natural Science Education, clas 2010. Data were obtained by using achievement test adn interview guidelines. The results show that both student misconceptions on Biology and Chemistry were chategorized as low (26%) while Physics was categorized as moderate (32%). On Biology the highest misconception for Heredity concepts was second Mendel's Law (87%). On Chemistry the highest misconception for Atomic Structure and Periodic System COncept was electron configuration and elements stability concept (87%). On Physics the highest misconception for Electricity concept was the fuction of elesctronic componen. It Suggested designing science instruction by constructivism approach that detecs the student's preconceptions and design the instruction from the preconception. The main principle in correcting student's misconception is gives the student learning experienxex that show a conflict of concept with natural events. Thus hopefully this conflict of experience with the previos concept can cause a correction in conception
URI: http://repository.uinjkt.ac.id/dspace/handle/123456789/32518
ISBN: 978-979-9931-48-1
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