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and behavior irrelevant by 4. The data shows that the chemistry learning skills-based approach designed process centered on the students own teachers studenst centered.
Learning has been able to lead the students play an active role both in the form of notes, experiments, in collaboration experiment, discuss, ask and respond to questions, as well as
concluding. In lessons teachers act more as a facilitator who guides and directs students to learn. During the learning process students are given the freedom to find the concept
independently so that the formation of a more meaningful concept. Thus, students not only learn from the submission of the teacher, but through an activity that allows the students can
build their own. Hand 2011, a high learning activities can improve student learning outcomes mastery of concepts. Mastery of concepts students were high after the chemical
involved in learning the skills-based approach shows that the process through the stages in the process of skills, students can find their own concepts learned. According to Piaget, the stages
in the process skills approach helps students to accommodate and assimilate concepts learned so that more perfect knowledge of the construction process Dahar, 1989. Meanwhile,
according to Vygotsky, the social interaction of students with the student and the student with the teacher during the learning process can increase the level of potential development of
students Nur, 2008. In the learning process of the invention, according to Bruner, the students on their own to solve the problem and acquire knowledge, so that the knowledge
generated is really meaningful. The knowledge gained by studying the invention is easier to remember and durable, and has the effect of better transfer so that more perfect mastery of
concepts Nur, 2008. The results also supported by the information processing theory states that students actively involved in learning can increase the storage of information in long-term
memory Slavin, 2009. The active involvement of students during the learning can be seen from the data stating that student activity undertaken learning has led to student-centered
learning student centered because 84 of the activity of student learning activities. In addition, a positive response from the students towards learning undertaken seem to give
motivation to learn the material given in learning. Results of research Yunus 2007, Karim 2011, and Hand 2011 supports that approach implementation skills in the learning process
can improve students mastery of concepts.
4. Conclusion
Based on the analysis, discussion of the results and findings of this study concluded that the approach based chemistry learning process skills in the subject matter of colloidal feasible for
use in the learning process.
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PERCEPTION OF STUDENTS WHO HAD MISCONCEPTION IN ATOMIC STRUCTURE CONCEPTS
Suyono
1
, Masriyah
1
, Muchlis
1
1
Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, State University of Surabaya, Surabaya, Indonesia
ionunesayahoo.co.id
Abstract The ability of perceiving is one of mental model attributes affecting on student conception. This study
aimed to identify perception of students about atom who had misconception in atomic structure concepts. Based on the data of student perception who having misconception, it was formulated a
strategy of conceptual change individually with student perceptions as moderator variable. The object
of this research was college students of chemistry education department. Student’s misconception was determined based on the results of conceptual understanding atomic structure test designed in the
form of three tier diagnostic test. The ability of students perceiving was determined through the diagnostic test that has been qualified in terms of validity, reliability, and straightforward. It was
categorized into four levels, namely, very high as level 1, high as level 2, low as level 3, very low as level 4. The burden of student misconceptions was categorized into three levels involving low, middle,
and high. Determining of it used central tendency mean and dispersion standard deviation. There were three main result of this research. First, the students had misconception with low, middle, and
high level of misconception with percentage of 10.87, 41.30, and 47.83 respectively. Second, students who had misconception have varying abilities to perceiving in all levels level 1 to level 4 with
percentage of 0, 6.52, 39.13, and 54.35 respectively. Third, based on the results of X2 analysis, it was obtained p-
value 0.015, less than α = 0.05. It means that there was relation significantly between the lev
el of student’s perception and burden misconception level. Students having low perception level had the high possibility for possessing misconception.
Keywords
: Perception, misconception, and conceptual change
1. Introduction
