IDENTIFICATION OF FACTORS CAUSES STUDENTS’ MISCONCEPTIONS ON CELL TOPIC IN GRADE XI SMA RAKSANA MEDAN.

IDENTIFICATION OF FACTORS CAUSES STUDENTS’
MISCONCEPTIONS ON CELL TOPIC IN
GRADE XI SMA RAKSANA MEDAN

By :
Murniaty Simanjuntak
SIN 4123342011
Bilingual Biology Education Study Program

THESIS
Submitted to Fulfill the Requirement for Degree of
Sarjana Pendidikan

FACULTY OF MATHEMATICS AND NATURAL SCIENCE
MEDAN STATE UNIVERSITY
MEDAN
2017

i

ii

BIOGRAPHY

Murniaty Simanjuntak was born in Batam on June 07

1994. Her father

name is Krisbel Simanjuntak and her mother name is Norita Silaban. She is the
second child in her family and she has one sister and two brothers. In 1999, the
author started her education in TK Harmoni Batam and graduated in 2000. In
2000, the author continued her education in SD Harmoni Batam and graduated in
2006. In 2006, the author continued her education in SMP Harmoni Batam and
graduated in 2009. Then, in 2009 the author continued in SMAN 14 Batam and
graduated in 2012. In 2012, the author was accepted in State University of Medan
as student bilingual class for Biology Education Study Program.

iii

IDENTIFICATION OF FACTORS CAUSES STUDENTS’
MISCONCEPTIONS ON CELL TOPIC IN GRADE XI

SMA RAKSANA MEDAN
Murniaty Simanjuntak (ID Number : 4123342011)
ABSTRACT
This study’s purpose was to identify the student’s concept, the dominant learning
resource that affect student’s misconception and the factor which cause
misconception in grade XI on cell topic. This research type was descriptive.
Population in this research was whole student in grade XI IPA SMA Raksana
Medan. The samples were 78 students in grade XI. The sampling technique was
total sampling. The data was gotten by using multiple choice test with
modification of Certainty of Response Index (CRI). Student’s interview was used
to identify the misconception’s factors in student. Students had misconception’s in
cell topic. The highest percentage of misconception was 40.49% in organelles and
function of the cell’s topic. The lowest percentage of misconception was 0.75% in
animal cell’s topic. From interview test, students have misconception because
they got an information from the trusted literature. Book was the dominant factor
that affect student’s misconception in grade XI SMA Raksana Medan.
Keywords: Misconceptions, Students’ Misconception, Cell, Teacher, Books,
Environment

iv

ACNOWLEDGEMENT
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 “Identification of Factors Causes Students’ Misconceptions on Cell Topic in
Grade XI SMA Raksana Medan”.
First,thank you for the Dean of FMIPA UNIMED, Dr. AsrinLubis, M.Si,
the Head of Biology Department, Dr. Hasruddin, M.Pd, the Coordinator of
Bilingual Program, Dr. IisSitiJahro, 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. Big thanks for Dra. MeidaNugrahalia, M.Scand Dr. Hasruddin, M.Pd
because their help in validation my instrument for research.
I also appreciate the contribution of the principles of SMA Raksana
Medan, Drs. Bornok Silitonga. MM, Hendra Suyedi S.Pd 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, especially my beloved parents, Krisbel
Simanjuntak and NoritaSilaban.They the reason for me to never give up. Also
thanks for my beloved brothers and sister, Murydrischy, Weldy, Heri,
Febryaniand all friends in Bilingual Biology Education 2012, especially for

Mesra, Arny, Sohmiyati, Chandra, Ruben, Corry, Carolina, Jeszicca, Dwi Utari,
Letty, for their information and their support.
Medan,
Writer

Februari 2017

Murniaty Simanjuntak

v

TABLE OF CONTENT
Page
Approval sheet
Biography
Abstract
Acnowledgement
Table of Content
List of Table
List of Figure

List of Appendix
CHAPTER I INTRODUCTION
1.1. Research Background
1.2. Problem Identification
1.3. Research Scope
1.4. Research Question
1.5. Research Aim
1.6. Research Significance

i
ii
iii
iv
v
vii
viii
ix

1
3

3
4
4
4

CHAPTER II LITERATURE REVIEW
2.1. Theoritical Framework
2.1.1. Concept, Conception, Preconception, Misconception
2.1.1.1. Concept
2.1.1.2. Conception
2.1.1.3. Pre-Conception
2.1.1.4. Misconceptions
2.1.2. The Source and Cause of Misconception
2.1.2.1. Student
2.1.2.2. Teacher
2.1.2.3. Textbooks, Context and Teaching Method
2.1.3. Detecting Misconceptions
2.1.3.1. Concept Map
2.1.3.2. Multiple Choice Test With Open Reasoning,
Essay Test, and Interview

2.1.3.3. Class Discussions and Practicum With Question and Answer.
2.1.4. Confront and Overcome Misconception
2.2. Concept Review
2.2.1. Chemical Components of Cells
2.2.2. History and Theory of Invention Cells
2.2.3. Types of Cells
2.2.4. The structure and function of the cell
2.2.5. Transport Through the Cell Membrane
2.2.6. Relavant Research
2.3. Conceptual Framework

13
13
14
15
15
16
18
19
26

31
32

CHAPTER III RESEARCH METHODOLOGY
3.1. Research Time and Location

34

5
5
5
6
6
8
8
10
11
11
12
12

vi

3.2. Population and Sample
3.2.1. Population
3.2.2. Sample
3.3. Design of Research
3.4. Research Procedure
3.5. Research Instrument
3.6. Data Collection Technique
3.7. Data Analysis Technique

34
34
34
34
34
36
37
39

CHAPTER IV RESULT AND DISCUSSION
4.1. Result
4.1.1. Result of Students’ Misconception of Each Sub-Concept
4.1.2. Result Of Factors That Causes The Students Misconceptions
4.1.3. Result Of Identification Of The Which The Dominant
Learning Resources
4.2. Discussions

42
44

CHAPTER V CONCLUTION AND RECOMMENDATION
5.1. Conclusion
5.2. Recommendation

51
51

REFERENCES

52
-

40
40
40

vii

LIST OF TABLE
Page
Table 2.1. The relative content of chemical elements contained
in the human body.
Table 2.2. Differences Prokaryotic and Eukaryotic Cells
Table 3.1. Indicator in Cell Topic That Have To Be
Achieved Based on The Indicator in Syllabus.
Table 3.2. Sixth in the scale of CRI
Table 3.3. Decision Matrix for an individual student and for
a given question. Based on combination of correct or
wrong answer and of low or high CRI
Table 3.4. Grading in Certainty of Response Index
Table 4.1. Student’s Concept and Theory
Table 4.2. The table persentage of source of misconception
(Teacher, Book, Environment) for 21 cell concept

15
18
36
37
38
38
40
43

viii

LIST OF FIGURE
Page
Figure 2.1. Various shapes and specialization of different cell functions
Figure 2.2. Prokaryotic cell and cell structure of Animal and Plant Cells.
Figure 2.3. The general structure of a cell that shows a variety
of cell organelles as executive function or activity
Figure 2.4. The Structure of the Endoplasmic Reticulum
Figure 2.5. The structure of the Golgi Apparatus
Figure 2.6. Structure of Mitochondria
Figure 2.7. Structure of Chloroplasts
Figure 2.8. Fibers Making Up the Cytoskeleton
Figure 2.9. Model of cell membrane
Figure 2.10. Diffusion solution
Figure 2.11.The transfer of water penetrates selectively
permeable membrane in osmosis events
Figure 2.12. Active Transport Mechanism
Figure 2.13. Step-by-step Process of Pinositosis
Figure 2.14. The Process of Phagocytosis
Figure 3.1. The six-point scale (0-5) used on (CRI)
Figure 4.1. Interview test in sub-concept (question) 2
Figure 4.2. Interview test in sub-concept (question) 4
Figure 4.3. Interview test in sub-concept (question) 13
Figure 4.4. Interview test in sub-concept (question) 17
Figure 4.5. Sources persentage of students’ misconceptions
for each concept

17
18
19
21
21
23
24
25
26
27
28
29
30
31
40
41
41
43
44
46

ix

LIST OF APPENDIX

Appendix 1. Syllabus
Appendix 2. Multiple Choice Test
Appendix 3. Students Answer Sheets
Appendix 4. Key Answer
Appendix 5. Students Grade XI SMA Raksana Medan Who Have
Misconceptions with CRI Value
Appendix 6. The Activities Of The Student Interview
Appendix 7. Persentage of Resources of Misconception
Appendix 8. Total of Misconception with Material Concept
Appendix 9. Student’s Concept and Theory

Page
55
57
64
66
67
72
74
78
80

CHAPTER I
INTRODUCTION

1.1. Research Background
Student come to school with varying experience with ideas about and
explanation of the natural world.Thescopeof this ideasareas diverse as the
students’ backgrounds and they are often different from those of scientists
(Tekkaya, 2002). Children develop ideas and beliefs about the natural world
through their everyday life experiences (Tuysuz, 2009). Citrawathi (2006) stated
that students observe various phenomena or natural phenomena in the
environment naturally.
The unique conceptions about natural phenomena that are held by students
are often resistant to instruction and will lead to misunderstandings in
understanding a new concept which he had learned (Chandrasegaran, et al 2007).
These missunderstanding occurs when students are trying to form the knowledge
by way of translating the new experiences in the form of the initial conception and
may arise when teaching fails to induce a conceptual change among the students
(Deshmukh, 2007). As a consequence, students will experience difficulty in
integrating any new information within their cognitive structures, resulting in an
inappropriate understanding of the new concept (Treagust, 2006).
The difficulties experienced by the students surely can have an impact for
gaining the optimal achievement in student learning outcomes. For examples of
indication of the difficulties the students in understanding the concepts.
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 the concept that related and then can explain the natural
events around them (Winahyu, 2007).
Vita (2015) stated that these misconception is not simple that can be easily
overlooked in this biological learning. It is very important for teachers to learn
over misconceptions to the students in order to make an effort to overcome
misconceptions. It is useful to give a direction where, how the learning will be
conducted and where the source of the misconception that the results of the

1

2

learning learners more optimized and does not interfere with processing concepts
in cognitive structures conducted by the learners (Salirawati et al, 2012).
Suparno (2005) stated that generally, the cause or the source of the
misconception can be summarized in five groups: students, teachers, textbooks,
context, and teaching methods. Often the causes of it stand on its own, but
sometimes related to each other, so the wrong understanding is becoming
increasingly complex. This has resulted in more and it is not easy to help students
overcome their misconceptions.
According to Chandrasegaran, et al (2007), learners are provided with
opportunities to develop new understandings with the teacher acting as a
facilitator of learning rather than as a transmitter of knowledge. Therefore, in this
case the subjects of biology taught not just as a product of the concept,but also
teach through experience. For this reason, in the study of biology is not enough
ifit just to teach a biological material. Students must also be invited to study
biologyaccording to this way of thinking (Mahardika, 2004). Piaget also
suggested that learning is a process of construction (establishment) of knowledge
by students of his experience, which takes place continuously. So students will
reconstruct the knowledge to the students gain a new understanding of an object.
Adisendjaja (2007), found a lot of misconceptions in high school biology
textbooks in both publications on the Department of Education and other
publications biology textbooks. Some topics are experiencing misconceptions in
the study, including the topic of the structure and function of cells. This is because
cell materials including biological materials that are difficult sensed, allowing the
occurrence of misconceptions.
Mahardika (2014), reported that 60% of students grade XI obtaining low
learning outcomes on the concept of the Cell. The lowlearning on cell topic
include of cell organelles in plants and animals and subconcepts of transport
mechanism. Biology teacher in SMA Raksana Medan also reported that students
have difficulty in distinguishing plasma, cell membrane, the cell wall. Lack of
student learning outcomes is caused by differences in factors absorption and
retention of students (Mahardika, 2014).

3

Based on the background above, the purpose of the study was to identify
student’s concept, the dominant learning resorces that affected student’s
misconception and the factor that cause misconception on cell topic with multiple
choice testing and modification of Certainty of Response Index (CRI) was used as
the first instrument to detect student’s misconception and then interviewe test as
the second instrument to determine the consistency of each student’s answer. In
connection with this problem, the researchers conducted a study to identify factors
that lead to misunderstanding of students in Grade XI SMA Raksana Medan on
the cell topic.
1.2. Problem Identification
Based on the background above, the identification of problem formulated
as follows:
1.

There are misconceptions in understanding the Biology’s concept especially
in cell topic.

2.

There are incompatibilities between students’ concept and the true concepts.

3.

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

4.

Resource of misconception can come from personal experience, teacher, text
books, context, and teaching method.

5.

The difficulties experienced by students in changing the misconception the
correct concepts that will cause adverse effects in non achievement of optimal
student learning outcomes.

1.3. Research Scope
In order to make this research become more focus, this research will
discuss the limited problems as follows:
1.

Identification of student’s concept in Grade XI SMA Raksana Medan about
cell topic.

2.

Identification of factors that cause the students misconceptions in Grade XI
SMA Raksana Medan about cell

4

3.

Identification of which the dominant learning resources (teacher, book,
environment) that affect students’misconception in Grade XI SMA Raksana
Medan about cell.

1.4. Research Question
Based on the background described, the research question can be
formulated as follows:
1.

How is student’s concept in Grade XI SMA Raksana Medan about cell topic?

2.

What factors that cause the students misconceptions in Grade XI SMA
Raksana Medan about cell?

3.

Which is the dominant learning resources (teacher, book, environment) that
affect student misconception in Grade XI SMA Raksana Medan about cell?

1.5. Research Aim
The purpose of this study was conducted to determine:
1.

To identify student’s concept in Grade XI SMA Raksana Medan about cell
topic.

2.

To identify the factors that cause the students misconceptions in Grade XI
SMA Raksana Medan about cell

3.

To identify which is the dominant learning resources(teacher, book,
environment) that affect student misconceptionin Grade XI SMA Raksana
Medan about cell.

1.6. Research Significance
The research finding will be useful for:
1.

As a consideration and input for high school biology teachers in transferring
the concepts of biology to students.

2.

As a source of information and reference for other researchers who want to
conduct further research.

3.

As an input, contribution, and scientific reference for the department, faculty,
and library at the University of Medan and others in need.

CHAPTER V
CONCLUSION AND RECOMMENDATION

5.1. Conclusion
Based on the result and discussion, can be concluded that:
1. The students in Grade XI SMA Raksana Medan have misconception on cell topic,
especially in organelles of the cell and its function with the highest percentage 40.49% and
the lowest percentage 0.75% in animal cell’s topic and student have

very different

concept about cell topic than actual concept.
2. From iterview test, students have misconception because they got an information from
untrusted literature. When they got an information from the trusted literature, they failed to
remember the correct one. They can not connected the image with the right function.
3. There were 3 sources and causes of students’ misconception, they are teacher,
book/literature, and environment. Books is the dominant as a factor that affect students
misconception in grade XI SMA Raksana Medan of cell topic.
5.2. Recommendation
Several suggestion based on the result of research:
1. For Biology Teacher to minimize misconceptions in the concept that high in students
misconception.
2. For Students, do selection book or literature that used in study.

51

REFERENCES

Adisendjaja, H, Y., Romlan, O. (2007). Identifikasi Kesalahan dan Miskonsepsi Buku Teks
Biologi SMU. Jurnal Program Studi Pendidikan Biologi FMIPA Universitas
Pendidikan Biologi.
Afifatul, A, L. (2015). Identifikasi Miskonsepsi Siswa Dalam Materi Geometri Pada
Pembelajaran Matematika Siswa Kelas Viii Smp Negeri 1 Punggelan. Thesis.
Program Studi Pendidikan Matematika Universitas Negeri Yokyakarta.
Amelia, D. (2015). Identification of Students’ Misconception in Excretory System Topic in
Senior High School on Medan Barat District Academic Year 2014/2015. Thesis.
Program Bilingual Biology Education Universitas Negeri Medan. Medan.
Amin, M. (2009). Biologi SMA/MA Kelas XI, Bailmu, Jakarta.
Ariandini, D. (2013). Identifikasi Miskonsepsi Siswa SMP pada Konsep Fotosintesis Melalui
Analisis Gambar. Skripsi. Program Studi Pendidikan Biologi UPI. Bandung.
Bakhtiar, S. (2009). Biologi Untuk SMA dan MA Kelas XI. Jakarta: Pusat perbukuan,
Departemen Pendidikan Nasional.
Berg,E, V. (Ed.).(1991). Miskonsepsi Fisika dan Remediasi. Sebuah pengantar berdasarkan
lokakarya di Universitas Kristen Saty a Wacana Salatiga.
Boo, H.K. (2006). Primary science assessment item setters’ misconceptions concerning the
state changes of water. Asia-Pacific Forum on Science Learning and Teaching , 7 (1)
:6
Campbell, N. A, Jane, B. R, & Lawrence, G. M. (2004). Biologi Edisi Kelima Jilid 3. Jakarta:
Erlangga.
Canas, M, R, Palomino, R, P. (2011).Concept Mapping as a Learning Tool for the
Employment Relations Degree.Journal of International Education Research, 7:5
Chandrasegaran, A.L, Treagust, D.F, Mocerino, M. (2007). The Development of A Two-Tier
Multiple Choice Diagnostic Instrument for Evaluating Secondary School Students’
Ability to describe and Explain Chemical reactions Using Multiple Levels of
Representation. Chemistry Education Research and Practice, 8(3): 293-307
Citrawathi, M, D. (2006). Pengembangan Pembelajaran Biologi dengan Menggunakan
Modul Berorientasi Siklus Belajar dan Pengaruhnya Terhadap Hasil Belajar Siswa
di SMA. Jurnal Pendidikan dan Pengajaran IKIP Negeri SingarajaI, 3:18
Deshmukh, N.D, & Deshmukh, V.M. (2007). A study of students’ misconceptions in biology
at the secondary school level. Proceedings of epiSTEME-2: An International
Conference to Review Research on Science, Technology and Mathematics
Education (137-141). Delhi, India: Macmillan India Ltd.
Faudah, K, Suparno, G, Prastiwi, M. (2015). Analisis Butir Tes Diagnostik untuk
Mengidentifikasi Miskonsepsi Siswa pada Materi Sel. Jurnal Program Studi
Pendidikan Biologi FMIPA Universitas Negeri Surabaya.
52

53

Firmansyah, R, H. Mawardi, A, Riandi, M, U. (2009) Mudah dan Aktif Belajar Biologi 2
(IPA) Kelas 11. Jakarta: Pusat perbukuan, Departemen Pendidikan Nasional.
Khotimah, F, N. (2014). Identifikasi Miskonsepsi Siswa pada Konsep Archaebacteria Dan
Eubacteria dengan Menggunakan Tes Diagnostik Pilihan Ganda. Skripsi. Program
Studi Pendidikan Biologi UIN SyarifHidayatullah. Jakarta.
Kose, S. (2008). Diagnosing Student Misconception: Using Drawings as a Research
Method.World Applied Sciences Journal, 3(2): 283-293.
Lestari, S, E, Kistinnah, I. (2009). Biologi Mahluk Hidup dan Lingkungannya SMA/MA Untuk
Kelas XI. Jakarta: Pusat perbukuan, Departemen Pendidikan Nasional.
Lidyawati.(2014). Penggunaan Peta Konsep untuk Menganalisis Miskonsepsi Siswa, Skripsi
Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah,
Jakarta.
Mahardika, R. (2014). Identifikasi Miskonsepsi Siswa Menggunakan Certainty of Response
Index (CRI) dan Wawancara Diagnosis pada Konsep Sel. Skripsi Fakultas Ilmu
Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta.
Nasution, L, O. (2012). Analisis Miskonsepsi Siswa, Guru, dan Buku Biologi SMA Kelas XI
pada Materi Sistem Respirasi dan Sistem Ekskresi di SMA se-Mandailinggodang
Kabupaten Mandailingnatal. Thesis. Program Pascasarjana Universitas Negeri
Medan.
Nurhayati, Nunung. (2007). Biologi Bilingual Untuk SMA/MA Kelas XI Semester 1 dan 2.
Bandung: Yrama Widya.
Odom, A, L.(1995). Secondary & College Biology Students Misconceptions about Diffusion
& Osmosis. Journal The American Biology Teacher, 57(7): 409-415.
P.Ferdinand, F, Ariebowo, M. (2009). Biologi Untuk Kelas XI Sekolah Menengah
Atas/Madrasah Aliyah Program Ilmu Pengetahuan Alam.Jakarta: Pusat perbukuan,
Departemen Pendidikan Nasional.
Panggabean, H, N, S. (2011). Analisis Miskonsepsi Siswa dan Guru Biologi Tentang Materi
Klasifikasi Dunia Hewan pada SMA Se-Kecamatan Medan Helvetia. Unpublished
Master’s Thesis. Medan: Program PascasarjanaUniversitasNegeri Medan.
Praptisiwi, D, A. (2013). Identifikasi Miskonsepsi Siswa Kelas VIII pada Konsep Sistem
Pencernaan dan Pernapasan. Skripsi. Program studi Pendidikan Biologi UIN Syarif
Hidayatullah. Jakarta.
Pratiwi, D, A. (2006). Biologi Untuk SMA Kelas XI, Erlangga, Jakarta.
Purnomo, Sudjino, Trijoko, Hadisusanto, (2009). Biologi Kelas XI Untuk SMA dan MA.
Jakarta: Pusat perbukuan, Departemen Pendidikan Nasional.
Rachmawati, F. (2009). Biologi Untuk SMA/MA Kelas XI Program IPA. Jakarta: Pusat
perbukuan, Departemen Pendidikan Nasional.

54

Safitri, A, Hidayathi, S, Rosdiana, L. (2013). Implementasi Model Guided Inquiry Dengan
Penguatan Peta Konsep pada Materi Getaran dan Gelombang. Jurnal Program
Studi Pendidikan IPA FMIPA Universitas Negeri Surabaya.
Suparyana, D, F. (2014). Analisis Penguasaan Konsep dan Miskonsepsi Siswa SMA pada
Materi Genetika. Skripsi. Program Studi Pendidikan Biologi UPI.
Suparno, P. (2005). Miskonsepsi & Perubahan Konsep Pendidikan Fisika. Jakarta: Grasindo.
Suparyana, D, F. (2014). Analisis Penguasaan Konsep dan Miskonsepsi Siswa SMA pada
Materi Genetika. Skripsi. Program Studi Pendidikan Biologi UPI.
Suwarna, I, P. (2014). Analisis Miskonsepsi SMA Kelas X pada Mata Pelajaran Fisika
Melalui CRI (Certainty Response Index) Termodifikasi. Jurnal Laporan lemlit
Analisis Miskonsepsi, 188:3
Tekkaya, C. (2002). Misconceptions as Barrier to Understanding Biology.Journal of
Hacettepe University Education Faculty, 23: 259-266.
Treagust, D.F. (1988). Development and Use of Diagnostic Tests to Evaluate Students'
Misconceptions in Science. International Journal of Science Education, 10: 159-169.
Tuysuz, C. (2009). Development of Two-Tier Diagnostic Instrument and Assess Students’
Understanding in Chemistry.Academic Journal, 4(6): 626-631.
Vita, D. 2015. Identifikasi Miskonsepsi Siswa pada Materi Pokok Sistem Ekskresi Manusia
Menggunakan Certainty of Response Index (CRI) Siswa Kelas XI IPA SMA N 2
Banguntapan Yogyakarta. Skripsi. Program Studi Pendidikan Biologi UIN Sunan
Kalijaga Yogyakarta.
Yulianti, Lia. (2006). Miskonsepsi dan Remediasi Pembelajaran IPA. Journal Pengembangan
Pembelajaran IPA SD.
Yip,Y, D. (1998). Alternative Conception on excretion and implications for teaching.Journal
Science Education, 26 (1): 101-116.