THE EFFECTIVITY OF INTERACTIVE MULTIMEDIA AS LEARNING MEDIA TO REDUCE STUDENT’S MISCONCEPTION ON HUMAN CIRCULATORY SYSTEM AT SMA NEGERI 1 BERASTAGI ACADEMIC YEAR 2016/2017.
THE EFFECTIVITY OF INTERACTIVE MULTIMEDIA AS LEARNING
MEDIA TO REDUCE STUDENT’S MISCONCEPTION ON
HUMAN CIRCULATORY SYSTEM AT SMA
NEGERI 1 BERASTAGI A.Y. 2016/2017
By:
Letti Nainggolan
ID. 4123342008
Bilingual Biology Education
THESIS
Submitted to Fulfill the Requirement for The Degree of
Sarjana Pendidikan
BIOLOGY EDUCATION
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2017
i
ii
BIOGRAPHY
Letti Nainggolan was born in Sidikalang on May 31st 1994. Her father name is Indo
Nainggolan and her mother name is Siti Aminah Sitorus. She is the second child in her family
and she has three brothers. In 2000, the author started her education in SDN No.200503
Padangsidempuan and graduated in 2006. In 2006, the author continued her education in SMP
Kesuma Indah Padangsidempuan and graduated in 2009. Then, in 2009 the author continued in
SMA Kesuma Indah Padangsidempuan and graduated in 2012. In 2012, the author was accepted
in State University of Medan as student in bilingual class for Biology Education Study Program.
iii
THE EFFECTIVITY OF INTERACTIVE MULTIMEDIA AS LEARNING
MEDIA TO REDUCE STUDENT’S MISCONCEPTION ON
HUMAN CIRCULATORY SYSTEM AT SMA
NEGERI 1 BERASTAGI ACADEMIC
YEAR 2016/2017
(Letti Nainggolan, 4123342008)
ABSTRACT
This study aimed to analyze the student’s misconception on human circulatory
system topic and also to determine the effectivity of interactive multimedia to reduce
students misconception that experienced by students of XII IPA in SMA Negeri 1
Berastagi. The method used in research is descriptive and quasi experimental where
the descriptive method is to investigate students understanding of concept and
students misconception based on human circulatory system topic. Second, quasi
experimental research used after learning process. Quasi experimental research used
to determine the effectivity of interactive multimedia in reducing student’s
misconception and increasing students understanding. The design of quasi
experimental research used one group pretest and posttest design. Instrument that
used for detecting students misconception were two dimensional diagnostic test and
essay test, for reducing students misconception by using interactive multimedia as
learning media. Student’s misconception reduce 42.46 % in group that using
interactive multimedia as learning media and reduce 14.8 % in group without
interactive multimedia. Based on the calculation, it was got 0.57 as gain index value
in group that using interactive multimedia and 0.30 as gain index value in group
without interactive multimedia. The t-test result was tcount (6.598) and ttable (1.699), so
tcount (6.598) > ttable (1.699). It was conclude that interactive multimedia is effective to
reduce student’s misconception on human circulatory system in SMA Negeri 1
Berastagi Class XII IPA academic year 2016/2017.
Keywords: Misconception, Students’ Misconception, Human Circulatory System
iv
ACKNOWLEDGEMENT
Thanks to Almighty God 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 “The
Effectivity of Interactive Multimedia as Learning Media to Reduce Student’s
Misconception on Human Circulatory System at SMA Negeri 1 Berastagi Academic
Year 2016/2017”.
First, thanks for the Dean of FMIPA UNIMED Dr. Asrin Lubis, M.Pd, the
Head of Biology Department Dr. Hasruddin, M.Pd, the Coordinator of Bilingual
Program Dr. Iis Siti Jahro, M.Si, and my thesis supervisor Prof. Dr. Herbert
Sipahutar, M.S., M.Sc, M.Si for his guidance and support during write this thesis.
Also thank you so much to Syarifuddin, M.Sc, Ph.D, Drs. Yusuf Nasution, M.Si, Drs.
Puji Prastowo, M.Si as examiner lecturer for reviewing thesis by give input and great
comments for this thesis perfection. Many thanks for Dr. Melva Silitonga, MS and
Dr. Hasruddin, M.Pd because their help in validation my instrument for research.
Thank you so much to Dra. Martina A.Napitupulu, M.Sc as academic supervisor.
Thank you so much to principle of SMA Negeri 1 Berastagi Alberto Colia,
M.Pd for the kindness to give me chance to do research and all students that
participate in my research, thanks for cooperation in process and procedure of
research.
My greatest thanks for my family especially my beloved parents I.
Nainggolan and S.A Br Sitorus that always give me the strength. Also thanks for all
friends in Bilingual Biology Education 2012, for the information and the support.
Medan, Januari 2017
Author
Letti Nainggolan
ID.4123342008
viii
LIST OF TABLE
Page
Table 2.1.
CRI and its Criteria
13
Provisions to distinguish between the know the concept,
Table 2.2.
misconception and do not know the concept for
14
individual respondents
Table 2.3.
Common Misconception in Biology
23
Table 3.1.
Student’s Population
29
Table 3.2.
Pretest – Posttest Control Group Design
30
Table 3.3.
Students Answer Criteria
34
Table 3.4.
CRI Confidence Level in Answer Given
34
Table 3.5.
Positive – Negative Scoring Technique
35
Table 3.6.
Gain Index Criteria
36
Table 4.1.
Gain Test Result
41
ix
LIST OF FIGURE
Page
Figure 2.1.
The scheme of a two dimensional diagnostic test
assessment
13
Figure 2.2.
Blood Clotting Steps
18
Figure 2.3.
Heart Structure
19
Figure 2.4.
Large Blood Circulation Pathway
22
Figure 4.1.
Misconceptions level distribution of students in control
group from the multiple choices pretest and post-test
Figure 4.2.
Misconceptions
level
distribution
of
students
37
in
experiment group from the multiple choices before and
38
after treatment
Figure 4.3.
Misconceptions level distribution of students in control
group from the essay before and after treatment
Figure 4.4.
Misconceptions
level
distribution
of
students
in
experiment group from the before and after treatment
Figure 4.5.
Presentation student’s misconception of before and after
treatment based on material concept in control group
Figure 4.6.
Presentation student’s misconception of before and after
treatment based on material concept in experiment group
39
39
40
41
x
LIST OF APPENDIX
Page
Appendix 1
Syllabus
51
Appendix 2
Lesson Plan of Control Class
54
Appendix 3
Lesson Plan of Experiment Class
67
Appendix 4
Appendix 5
The Gratings of Essay Tests in Human Circulatory
System
The Gratings of Multiple Choices Two Dimension
Diagnostic Tests in Human Circulatory System
80
85
Appendix 6
Answer Sheet
90
Appendix 7
Two Dimension Diagnostic Test
92
Appendix 8
Essay Test
96
Appendix 9
Answer Key
98
Appendix 10
Appendix 11
Appendix 12
Data of Multiple Choices Two Dimension Diagnostic
Test
Data of Essay Test
Data of Multiple Choices Two Dimension Diagnostic
Test and Essay Test Based on Sub Material Concept
99
107
113
Appendix 13
Data of Gain Test Value
121
Appendix 14
Table of Hypothesis Test (T-test)
125
Appendix 15
Research Documentation
127
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
For the research result that have done, take the conclusion as follow:
1. There was misconception in students in SMA N 1 Berastagi. The misconception reduced on
multiple choice tests in student class experiment class as much 22.05%, while in class control
class as much 4.34%. The misconception reduced on essay test in student class experiment
class as much 62.87%, while in control class as much 25.26%. The highest misconception
occurred in blood clotting and disorders that able occur in human circulatory system sub
material concept for control class. In experiment class, the highest misconception occurred in
blood vessel and disorders that able occur in human circulatory system sub material concept.
2. Interactive multimedia as learning media is effective to reduce misconception level on human
circulatory system. The effectivity of interactive multimedia obtained from gain index value
in experiment class 0.41 that which higher than control class 0.27. Same with essay test gain
value in experiment class 0.73 higher than control class 0.34.
5.2. Suggestion
Based on research result, there are some suggestions which need to convey as follow:
1. Need the guidance or counseling to the teacher in get the right concept as learning concept
which done till avoid misconception also can to use interactive multimedia as learning media
in reducing misconception if occur misconception in students.
2. For students should understand the right learning material concept with get the reference
from various scientific book to avoid student’s misconception.
46
47
REFERENCE
Ainur. and Fida. (2015). Identifikasi Miskonsepsi Siswa Pada Subtopik Struktur
Dan Fungsi Organel Sel Menggunakan Instrumen CRI Dan Wawancara
Diagnostik. Jurnal Pendidikan Biologi. 4 : 908 – 912.
Ariani, N. and Haryanto, D. (2010). Pembelajaran Multimedia di Sekolah.
Jakarta: Prestasi Pustaka.
Arnaudin, M. W. and Mintzes, J. J. (1985). Students’ alternative conception of the
human circulatory system: Across age study. Science Education, 69 : 721
– 733.
Arsyad, Azhar. (2003).Media Pembelajaran. Jakarta : Raja Grafindo Persada.
Berg, E.V.D. (1991). Miskonsepsi Fisika dan Remidiasi, Pengantar Lokakarya di
Universitas Kristen Satya Wacana 7-10 Oktober 1990. Salatiga:
Universitas Kristen Satya Wacana.
Campbell. (2000). Biologi Edisi 3. Erlangga Publisher. Jakarta.
Campbell, N. A., Jane, B. R., & Lawrence, G. M. (2004). Biologi Edisi Kelima
Jilid 3. Jakarta: Erlangga.
Colbourne, H., Constantin, B., Dobell, D., Fehres, C., MacFadyen, D., Mason, A.,
Thomson, G. and Venter, A. (2007). Inquiry into Biology: Respiration
System. McGraw-Hill Ryerson.
Committee on Undergraduate Science Education., (1996), Science Teaching
Reconsidered: a Handbook by the National Academy Press (online).
Available: http://nap.edu/readingroom/books/str/4.html (Accessed on
March 12th, 2016).
Dahar, R.W. (1989). Teori-Teori Belajar. Jakarta: Rineka Cipta.
Farida, Yusuf. (2008). Evaluasi Program dan Instrumen Evaluasi untuk Program
Pendidikan dan Penelitian. Jakarta: Rineka Cipta.
Fariza. (2011). Pembelajaran Remidiasi dengan Menggunaka Media Animasi Komputer
Terhadap Penurunan Miskonsepsi. Surakarta.
Fitria. (2013). Efektivitas Penggunaan Multimedia Interaktif dalam Upaya
Meminimalisasi Miskonsepsi Siswa pada Materi Pokok Larutan
Penyangga. Skripsi. FMIPA. Semarang, Indonesia: UNNES Press.
48
Hasan, Saleem., Bagayoko D. and Kelley E. L. (1999). Misconceptions and the
Certainty of Response Index (CRI). Journal of Physics Education, 34 :
294-299.
Hewindati, Y. and Suryanto, A. (2004). Pemahaman Murid Sekolah Dasar
terhadap Konsep IPA Berbasis Biologi: Suatu Diagnosis adanya
Miskonsepsi. Education Journal, 5: 61-72.
Irianto, E.S. 2008. Penerapan Pembelajaran Multimedia untuk Meningkatkan
Hasil Belajar IPA bagi Siswa Kelas VIII SMP N 1 Rembang Tahun
Pelajaran 2007/2008. Widyatama, 6(1): 31-42.
Kaur,G.,(2013), A Review on selected literature on causative agents and
identifications strategies of sudents misconception, Educatania Confab
2(11):79-94.
Klymkowsky, M., Taylor, R., Splinder, S. and Doxas, R. (2006). Twodimensional, Implicit Confidence Tests as a Tool for Recognizing Student
Misconception. Journal of College Science Teaching, 44-48.
Liliawati, Winny. and Ramalis, Taufik R. (2008). Identifikasi Miskonsepsi Materi
IPBA di SMA dengan Menggunakan CRI (Certaintly of Response Index)
dalam Upaya Perbaikan Urutan Pemberian Materi IPBA Pada KTSP.
Jurnal Pendidikan Teknologi dan Kejuruan, 4 : 3 – 4.
Lydiawati. (2014). Penggunaan Peta Konsep untuk Menganalisis Miskonsepsi
Siswa. Skripsi. FITK. Jakarta, Indonesia: UIN Press.
Mader, Sylvia. S. (2004). Understanding Human Anatomy & Physiology:
Respiration System. Fifth Edition. The Mc Graw−Hill Companies.
Meltzer, D. E. (2002). The Relationship Between Mathematics Preparation an
Conceptual Learning Gain in Physics: A Possible “Hidden Variable in
Diagnostic Pretest Scores”. American Journal Physics, 70(12): 1259–
1268. (Accessed on April 10th, 2016).
Muntiani. (2015). Analisis Miskonsepsi Biologi Materi Struktur dan Fungsi
Jaringan pada Hewan Menggunakan Certainty of Response Index (CRI)
pada Siswa Kelas XI IPA. Skripsi. FMIPA. Yogyakarta, Indonesia:
UNINSK Press.
Nasution, L. O. (2012) Analisis Miskonsepsi Siswa, Guru, dan Buku Biologi Kelas
XI Pada Materi Sistem Respirasi dan Sistem Eksresi di SMA seMandailinggodang
Kabupaten
Mandailing
Natal.
Found
in
http://digilib.unimed.ac.
Ormrod, Jeanne. E. (2009). Psikologi pendidikan membantu siswa tumbuh dan
berkembang. Jilid I. Jakarta: Erlangga,
49
Peleaz, N. J., Denise, B., Rojas, J.B. and Hoover, M. (2005). Prevalence of blood
circulation misconception among prospective elementary teachers. Adv
Physical Educ. 29:172-181
Putri, Rahmadiyah, K. (2015). Misconception Analysis and Peer Tutoring Method
By Using Interactive Multimedia in Decreasing Students’ Misconception
Class XII on Topic Photosynthesis in SMA Swasta Nrul Iman Tanjung
Morawa Academic Year 2014/2015. Skripsi. FMIPA. Medan, Indonesia:
UNIMED Press.
Rohmadi, N. (2009). Miskonsepsi Kimia SMA/MA.(http :// www. scribd. Com/
doc/ 18678424/ proposal – tesis – Miskonsepsi - Kimia- SMA/MA.
Accessed on March 10th, 2016.
Rosari, R.W. (2006). Mahir dalam 7 Hari Macromedia Flash Pro 8. Madiun:
MADCOMS.
Sadiman, Arief., Rahardjo, S., Haryono, A. and Rahardjito. (2008). Media
Pendidikan : Pengertian, Pengembangan dan Pemanfaatannya. Seri
Pustaka Teknologi Pendidikan No.6. Jakarta: Rajawali.
Sanders, M. (1993). Erroneous ideas about respiration: The teacher factor. Journal
of Respiration Science Teaching, 30 : 919-934.
Suparno, Paul. (1997). Filsafat Konstruktivisme dalam Pendidikan. Yogyakarta:
Kanisius.
Suparno, Paul. (2005). Miskonsepsi dan Perubahan Konsep Pendidikan Fisika.
Jakarta: Grasindo.
Suparno, Paul. 2013. Miskonsepsi & Perubahan Konsep dalam Pendidikan Fisika.
Jakarta: Grasindo
Tate, Philip. (2009). Seeley’s Principles of Anatomy and Physiology. Second
Edition. The McGraw−Hill Companies.
Tayubi, Y. R. (2002). Identifikasi miskonsepsi pada konsep-konsep fisika dengan
menggunakan CRI (certainty of response indeks). Laporan akhir penelitian
hibah Due-Like UPI tahun 2002, UPI, Bandung.
Tayubi, Y. R. (2005). Identifikasi Miskonsepsi pada Konsep-Konsep Fisika
Menggunakan Certainly of Response Index (CRI). Journal of Mimbar
Pendidikan, 24 : 4 – 9.
Tekayya, C. (2002). Misconception as Barrier to Understanding Biology. Journal
of Hacettepe University Education Faculty, 23 : 259-266.
50
Teoh, B.S.P and Neo, T.K. (2007). Interactive Multimedia Learning: Students’
Attitudes and Learning Impact in an Animation Course. The Turkish
Online Journal of Educational Technology – TOJET, 6(4): 1303-6521.
Found in: http://www.tojet.net/articles/v6i4/643.pdf (Accessed on April
10th, 2016).
Tobias, Sheila. (1987). In class Methods for Getting at Student Misconceptions.
Proceedings of the Second International Seminar Misconceptions and
Educational strategies in Science and Mathematics. Cornell University. 3 :
514- 516.
Yip, Y, D. (1998). Alternative Conception on Excretion and Implication for
Teaching. Journal Science Education. 26 : 101 – 116.
MEDIA TO REDUCE STUDENT’S MISCONCEPTION ON
HUMAN CIRCULATORY SYSTEM AT SMA
NEGERI 1 BERASTAGI A.Y. 2016/2017
By:
Letti Nainggolan
ID. 4123342008
Bilingual Biology Education
THESIS
Submitted to Fulfill the Requirement for The Degree of
Sarjana Pendidikan
BIOLOGY EDUCATION
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2017
i
ii
BIOGRAPHY
Letti Nainggolan was born in Sidikalang on May 31st 1994. Her father name is Indo
Nainggolan and her mother name is Siti Aminah Sitorus. She is the second child in her family
and she has three brothers. In 2000, the author started her education in SDN No.200503
Padangsidempuan and graduated in 2006. In 2006, the author continued her education in SMP
Kesuma Indah Padangsidempuan and graduated in 2009. Then, in 2009 the author continued in
SMA Kesuma Indah Padangsidempuan and graduated in 2012. In 2012, the author was accepted
in State University of Medan as student in bilingual class for Biology Education Study Program.
iii
THE EFFECTIVITY OF INTERACTIVE MULTIMEDIA AS LEARNING
MEDIA TO REDUCE STUDENT’S MISCONCEPTION ON
HUMAN CIRCULATORY SYSTEM AT SMA
NEGERI 1 BERASTAGI ACADEMIC
YEAR 2016/2017
(Letti Nainggolan, 4123342008)
ABSTRACT
This study aimed to analyze the student’s misconception on human circulatory
system topic and also to determine the effectivity of interactive multimedia to reduce
students misconception that experienced by students of XII IPA in SMA Negeri 1
Berastagi. The method used in research is descriptive and quasi experimental where
the descriptive method is to investigate students understanding of concept and
students misconception based on human circulatory system topic. Second, quasi
experimental research used after learning process. Quasi experimental research used
to determine the effectivity of interactive multimedia in reducing student’s
misconception and increasing students understanding. The design of quasi
experimental research used one group pretest and posttest design. Instrument that
used for detecting students misconception were two dimensional diagnostic test and
essay test, for reducing students misconception by using interactive multimedia as
learning media. Student’s misconception reduce 42.46 % in group that using
interactive multimedia as learning media and reduce 14.8 % in group without
interactive multimedia. Based on the calculation, it was got 0.57 as gain index value
in group that using interactive multimedia and 0.30 as gain index value in group
without interactive multimedia. The t-test result was tcount (6.598) and ttable (1.699), so
tcount (6.598) > ttable (1.699). It was conclude that interactive multimedia is effective to
reduce student’s misconception on human circulatory system in SMA Negeri 1
Berastagi Class XII IPA academic year 2016/2017.
Keywords: Misconception, Students’ Misconception, Human Circulatory System
iv
ACKNOWLEDGEMENT
Thanks to Almighty God 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 “The
Effectivity of Interactive Multimedia as Learning Media to Reduce Student’s
Misconception on Human Circulatory System at SMA Negeri 1 Berastagi Academic
Year 2016/2017”.
First, thanks for the Dean of FMIPA UNIMED Dr. Asrin Lubis, M.Pd, the
Head of Biology Department Dr. Hasruddin, M.Pd, the Coordinator of Bilingual
Program Dr. Iis Siti Jahro, M.Si, and my thesis supervisor Prof. Dr. Herbert
Sipahutar, M.S., M.Sc, M.Si for his guidance and support during write this thesis.
Also thank you so much to Syarifuddin, M.Sc, Ph.D, Drs. Yusuf Nasution, M.Si, Drs.
Puji Prastowo, M.Si as examiner lecturer for reviewing thesis by give input and great
comments for this thesis perfection. Many thanks for Dr. Melva Silitonga, MS and
Dr. Hasruddin, M.Pd because their help in validation my instrument for research.
Thank you so much to Dra. Martina A.Napitupulu, M.Sc as academic supervisor.
Thank you so much to principle of SMA Negeri 1 Berastagi Alberto Colia,
M.Pd for the kindness to give me chance to do research and all students that
participate in my research, thanks for cooperation in process and procedure of
research.
My greatest thanks for my family especially my beloved parents I.
Nainggolan and S.A Br Sitorus that always give me the strength. Also thanks for all
friends in Bilingual Biology Education 2012, for the information and the support.
Medan, Januari 2017
Author
Letti Nainggolan
ID.4123342008
viii
LIST OF TABLE
Page
Table 2.1.
CRI and its Criteria
13
Provisions to distinguish between the know the concept,
Table 2.2.
misconception and do not know the concept for
14
individual respondents
Table 2.3.
Common Misconception in Biology
23
Table 3.1.
Student’s Population
29
Table 3.2.
Pretest – Posttest Control Group Design
30
Table 3.3.
Students Answer Criteria
34
Table 3.4.
CRI Confidence Level in Answer Given
34
Table 3.5.
Positive – Negative Scoring Technique
35
Table 3.6.
Gain Index Criteria
36
Table 4.1.
Gain Test Result
41
ix
LIST OF FIGURE
Page
Figure 2.1.
The scheme of a two dimensional diagnostic test
assessment
13
Figure 2.2.
Blood Clotting Steps
18
Figure 2.3.
Heart Structure
19
Figure 2.4.
Large Blood Circulation Pathway
22
Figure 4.1.
Misconceptions level distribution of students in control
group from the multiple choices pretest and post-test
Figure 4.2.
Misconceptions
level
distribution
of
students
37
in
experiment group from the multiple choices before and
38
after treatment
Figure 4.3.
Misconceptions level distribution of students in control
group from the essay before and after treatment
Figure 4.4.
Misconceptions
level
distribution
of
students
in
experiment group from the before and after treatment
Figure 4.5.
Presentation student’s misconception of before and after
treatment based on material concept in control group
Figure 4.6.
Presentation student’s misconception of before and after
treatment based on material concept in experiment group
39
39
40
41
x
LIST OF APPENDIX
Page
Appendix 1
Syllabus
51
Appendix 2
Lesson Plan of Control Class
54
Appendix 3
Lesson Plan of Experiment Class
67
Appendix 4
Appendix 5
The Gratings of Essay Tests in Human Circulatory
System
The Gratings of Multiple Choices Two Dimension
Diagnostic Tests in Human Circulatory System
80
85
Appendix 6
Answer Sheet
90
Appendix 7
Two Dimension Diagnostic Test
92
Appendix 8
Essay Test
96
Appendix 9
Answer Key
98
Appendix 10
Appendix 11
Appendix 12
Data of Multiple Choices Two Dimension Diagnostic
Test
Data of Essay Test
Data of Multiple Choices Two Dimension Diagnostic
Test and Essay Test Based on Sub Material Concept
99
107
113
Appendix 13
Data of Gain Test Value
121
Appendix 14
Table of Hypothesis Test (T-test)
125
Appendix 15
Research Documentation
127
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
For the research result that have done, take the conclusion as follow:
1. There was misconception in students in SMA N 1 Berastagi. The misconception reduced on
multiple choice tests in student class experiment class as much 22.05%, while in class control
class as much 4.34%. The misconception reduced on essay test in student class experiment
class as much 62.87%, while in control class as much 25.26%. The highest misconception
occurred in blood clotting and disorders that able occur in human circulatory system sub
material concept for control class. In experiment class, the highest misconception occurred in
blood vessel and disorders that able occur in human circulatory system sub material concept.
2. Interactive multimedia as learning media is effective to reduce misconception level on human
circulatory system. The effectivity of interactive multimedia obtained from gain index value
in experiment class 0.41 that which higher than control class 0.27. Same with essay test gain
value in experiment class 0.73 higher than control class 0.34.
5.2. Suggestion
Based on research result, there are some suggestions which need to convey as follow:
1. Need the guidance or counseling to the teacher in get the right concept as learning concept
which done till avoid misconception also can to use interactive multimedia as learning media
in reducing misconception if occur misconception in students.
2. For students should understand the right learning material concept with get the reference
from various scientific book to avoid student’s misconception.
46
47
REFERENCE
Ainur. and Fida. (2015). Identifikasi Miskonsepsi Siswa Pada Subtopik Struktur
Dan Fungsi Organel Sel Menggunakan Instrumen CRI Dan Wawancara
Diagnostik. Jurnal Pendidikan Biologi. 4 : 908 – 912.
Ariani, N. and Haryanto, D. (2010). Pembelajaran Multimedia di Sekolah.
Jakarta: Prestasi Pustaka.
Arnaudin, M. W. and Mintzes, J. J. (1985). Students’ alternative conception of the
human circulatory system: Across age study. Science Education, 69 : 721
– 733.
Arsyad, Azhar. (2003).Media Pembelajaran. Jakarta : Raja Grafindo Persada.
Berg, E.V.D. (1991). Miskonsepsi Fisika dan Remidiasi, Pengantar Lokakarya di
Universitas Kristen Satya Wacana 7-10 Oktober 1990. Salatiga:
Universitas Kristen Satya Wacana.
Campbell. (2000). Biologi Edisi 3. Erlangga Publisher. Jakarta.
Campbell, N. A., Jane, B. R., & Lawrence, G. M. (2004). Biologi Edisi Kelima
Jilid 3. Jakarta: Erlangga.
Colbourne, H., Constantin, B., Dobell, D., Fehres, C., MacFadyen, D., Mason, A.,
Thomson, G. and Venter, A. (2007). Inquiry into Biology: Respiration
System. McGraw-Hill Ryerson.
Committee on Undergraduate Science Education., (1996), Science Teaching
Reconsidered: a Handbook by the National Academy Press (online).
Available: http://nap.edu/readingroom/books/str/4.html (Accessed on
March 12th, 2016).
Dahar, R.W. (1989). Teori-Teori Belajar. Jakarta: Rineka Cipta.
Farida, Yusuf. (2008). Evaluasi Program dan Instrumen Evaluasi untuk Program
Pendidikan dan Penelitian. Jakarta: Rineka Cipta.
Fariza. (2011). Pembelajaran Remidiasi dengan Menggunaka Media Animasi Komputer
Terhadap Penurunan Miskonsepsi. Surakarta.
Fitria. (2013). Efektivitas Penggunaan Multimedia Interaktif dalam Upaya
Meminimalisasi Miskonsepsi Siswa pada Materi Pokok Larutan
Penyangga. Skripsi. FMIPA. Semarang, Indonesia: UNNES Press.
48
Hasan, Saleem., Bagayoko D. and Kelley E. L. (1999). Misconceptions and the
Certainty of Response Index (CRI). Journal of Physics Education, 34 :
294-299.
Hewindati, Y. and Suryanto, A. (2004). Pemahaman Murid Sekolah Dasar
terhadap Konsep IPA Berbasis Biologi: Suatu Diagnosis adanya
Miskonsepsi. Education Journal, 5: 61-72.
Irianto, E.S. 2008. Penerapan Pembelajaran Multimedia untuk Meningkatkan
Hasil Belajar IPA bagi Siswa Kelas VIII SMP N 1 Rembang Tahun
Pelajaran 2007/2008. Widyatama, 6(1): 31-42.
Kaur,G.,(2013), A Review on selected literature on causative agents and
identifications strategies of sudents misconception, Educatania Confab
2(11):79-94.
Klymkowsky, M., Taylor, R., Splinder, S. and Doxas, R. (2006). Twodimensional, Implicit Confidence Tests as a Tool for Recognizing Student
Misconception. Journal of College Science Teaching, 44-48.
Liliawati, Winny. and Ramalis, Taufik R. (2008). Identifikasi Miskonsepsi Materi
IPBA di SMA dengan Menggunakan CRI (Certaintly of Response Index)
dalam Upaya Perbaikan Urutan Pemberian Materi IPBA Pada KTSP.
Jurnal Pendidikan Teknologi dan Kejuruan, 4 : 3 – 4.
Lydiawati. (2014). Penggunaan Peta Konsep untuk Menganalisis Miskonsepsi
Siswa. Skripsi. FITK. Jakarta, Indonesia: UIN Press.
Mader, Sylvia. S. (2004). Understanding Human Anatomy & Physiology:
Respiration System. Fifth Edition. The Mc Graw−Hill Companies.
Meltzer, D. E. (2002). The Relationship Between Mathematics Preparation an
Conceptual Learning Gain in Physics: A Possible “Hidden Variable in
Diagnostic Pretest Scores”. American Journal Physics, 70(12): 1259–
1268. (Accessed on April 10th, 2016).
Muntiani. (2015). Analisis Miskonsepsi Biologi Materi Struktur dan Fungsi
Jaringan pada Hewan Menggunakan Certainty of Response Index (CRI)
pada Siswa Kelas XI IPA. Skripsi. FMIPA. Yogyakarta, Indonesia:
UNINSK Press.
Nasution, L. O. (2012) Analisis Miskonsepsi Siswa, Guru, dan Buku Biologi Kelas
XI Pada Materi Sistem Respirasi dan Sistem Eksresi di SMA seMandailinggodang
Kabupaten
Mandailing
Natal.
Found
in
http://digilib.unimed.ac.
Ormrod, Jeanne. E. (2009). Psikologi pendidikan membantu siswa tumbuh dan
berkembang. Jilid I. Jakarta: Erlangga,
49
Peleaz, N. J., Denise, B., Rojas, J.B. and Hoover, M. (2005). Prevalence of blood
circulation misconception among prospective elementary teachers. Adv
Physical Educ. 29:172-181
Putri, Rahmadiyah, K. (2015). Misconception Analysis and Peer Tutoring Method
By Using Interactive Multimedia in Decreasing Students’ Misconception
Class XII on Topic Photosynthesis in SMA Swasta Nrul Iman Tanjung
Morawa Academic Year 2014/2015. Skripsi. FMIPA. Medan, Indonesia:
UNIMED Press.
Rohmadi, N. (2009). Miskonsepsi Kimia SMA/MA.(http :// www. scribd. Com/
doc/ 18678424/ proposal – tesis – Miskonsepsi - Kimia- SMA/MA.
Accessed on March 10th, 2016.
Rosari, R.W. (2006). Mahir dalam 7 Hari Macromedia Flash Pro 8. Madiun:
MADCOMS.
Sadiman, Arief., Rahardjo, S., Haryono, A. and Rahardjito. (2008). Media
Pendidikan : Pengertian, Pengembangan dan Pemanfaatannya. Seri
Pustaka Teknologi Pendidikan No.6. Jakarta: Rajawali.
Sanders, M. (1993). Erroneous ideas about respiration: The teacher factor. Journal
of Respiration Science Teaching, 30 : 919-934.
Suparno, Paul. (1997). Filsafat Konstruktivisme dalam Pendidikan. Yogyakarta:
Kanisius.
Suparno, Paul. (2005). Miskonsepsi dan Perubahan Konsep Pendidikan Fisika.
Jakarta: Grasindo.
Suparno, Paul. 2013. Miskonsepsi & Perubahan Konsep dalam Pendidikan Fisika.
Jakarta: Grasindo
Tate, Philip. (2009). Seeley’s Principles of Anatomy and Physiology. Second
Edition. The McGraw−Hill Companies.
Tayubi, Y. R. (2002). Identifikasi miskonsepsi pada konsep-konsep fisika dengan
menggunakan CRI (certainty of response indeks). Laporan akhir penelitian
hibah Due-Like UPI tahun 2002, UPI, Bandung.
Tayubi, Y. R. (2005). Identifikasi Miskonsepsi pada Konsep-Konsep Fisika
Menggunakan Certainly of Response Index (CRI). Journal of Mimbar
Pendidikan, 24 : 4 – 9.
Tekayya, C. (2002). Misconception as Barrier to Understanding Biology. Journal
of Hacettepe University Education Faculty, 23 : 259-266.
50
Teoh, B.S.P and Neo, T.K. (2007). Interactive Multimedia Learning: Students’
Attitudes and Learning Impact in an Animation Course. The Turkish
Online Journal of Educational Technology – TOJET, 6(4): 1303-6521.
Found in: http://www.tojet.net/articles/v6i4/643.pdf (Accessed on April
10th, 2016).
Tobias, Sheila. (1987). In class Methods for Getting at Student Misconceptions.
Proceedings of the Second International Seminar Misconceptions and
Educational strategies in Science and Mathematics. Cornell University. 3 :
514- 516.
Yip, Y, D. (1998). Alternative Conception on Excretion and Implication for
Teaching. Journal Science Education. 26 : 101 – 116.