ANALYSIS OF STUDENTS’ MISCONCEPTION IN BIOLOGY SUBJECT MATTER OF ECOSYSTEM GRADE X AT SMA NEGERI DISTRICT MEDAN DENAI.

ANALYSIS OF STUDENTS’ MISCONCEPTION IN BIOLOGY
SUBJECT MATTER OF ECOSYSTEM GRADE X AT
SMA NEGERI IN DISTRICT MEDAN DENAI
By :
Arny Masnita Purba
ID. 4123141009
Bilingual Biology Education

THESIS
Submitted to Fulfill the Requirement for The Degree of
Sarjana Pendidikan

FACULTY OF MATHEMATICS AND NATURAL SCIENCES
MEDAN STATE UNIVERSITY
MEDAN
2016

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BIOGRAPHY
Arny Masnita Purba was born in Medan on March, 23 th 1994. Her father’s name is
Pelda Jonni Purba and her mother’s name is Roma Ros Saragaih, S.Pd. She is the fourth in
her family and she has three sisters and one brother. In 1999 the author starts her education in
TK Yayasan Bonapasogit Sejahtera Porsea and graduated in 2000. In 2000, the author
continues her education in SDN No. 173633 and graduated in 2006. In 2006, the author
continues her education in SMP Yayasan Bonapasogit Sejahtera Porsea and graduated in
2009. And then in 2009, the author continues her education in SMA Negeri 1 Laguboti 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 and graduated in 2016.

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ANALYSIS OF STUDENTS’ MISCONCEPTION IN BIOLOGY
SUBJECT MATTER OF ECOSYSTEM GRADE X
AT SMA NEGERI DISTRICT MEDAN DENAI
(Arny Masnita Purba, 4123141009)
ABSTRACT
The purpose of this study is to investigate the misconceptions of students , concept
that become misconception, percentage of concept that become misconception on the

topic of ecosystem system in grade X SMA Negeri District Medan Denai. This
research type was descriptive. The samples were 130 students from 2 SMA Negeri in
District Medan Denai. Data collected by using diagnostic test follow with open
reasoning. The result showed the students have misconception with concept the role
of microorganism in biogeochemical cycle was concept that highest become
misconception for students. Percentage of concept that become misconception was
79.23%. The source and cause of misconception in this study was book and student
self-experiences. The author proposed the students to increase their cognitive
development by learn from other sources.
Keywords :Misconception, Diagnostic Test, Descriptive, Ecosystem

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ACKNOWNLEDGEMENT
Give thanks to Almighty God for gives blessing, health, and wisdom to the
author until the thesis entitled “Analysis of Students’ Misconception in Biology
Subject Matter of Ecosystem Grade X At SMA Negeri in District Medan Denai”
was finish.
First, thank you for the Dean of FMIPA UNIMED Dr. Asrin Lubis, M.Si,
the Head of Biology Department, Dr. Hasruddin, M.Pd, the Coordinator of

Bilingual Program, Dr. Iis Siti Jahro, M.Si, and my thesis supervisor Drs. Tri
Harsono, M. Si for his guidance and support during write this thesis. Also the
author says thank you so much to Prof. Dr.rer.nat. Binari Manurung,M.Si, Dra.
Adriana Lbn.Gaol,M.Kes, Dr. Hasruddin, M. Pd as examiner lecturers for
reviewing thesis by give input and great comments for this thesis perfection.
Thank you so much to Dra.Cicik Suriani, M.Si.,as academic supervisor.
The author gives special thanks to my family, lovely mother Roma Ros
Saragih, S.Pd and lovely father Pelda Jonni Purba (+) who patiently raise the
author well and become the best motivator, my beloved brother and sister. Special
thanks to big family in Bilingual Biology Class 2012.
I also appreciate the contribution of the principles of SMA Negeri 14
Medan, Sofyan, S.Pd and SMA Negeri 21 Medan, Dra. Hj. Yurmaini Siregar,
M.Si for their kindness to give me chance to do research and for all students that
participate in my research.
The author already gives the big effort to write this thesis, and about the
weakness of thesis the author need some suggestions to make it better. For the
last, the author hopes the contents of this paper would be useful in enriching the
knowledge.
Medan, July 20th 2016
Author,

Arny Masnita Purba
ID. 4123141009

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CONTENTS
Page
Legislation sheet

i

Biography

ii

Abstract

iii

Acknowledgement

iv

Contents

v

List of Table

viii

List of Figure

ix

List of Appendix

x

CHAPTER I INTRODUCTION

1

1.1.

Background

1

1.2.

Problem Statement

4

1.3.

Scope of The Study

4

1.4.

Research Question

5

1.5.

Research Aim

5

1.6.

Significance of The Study

5

CHAPTER II LITERATURE REVIEW

7

2.1.

7

Theoretical Framework

2.1.1. Definition of Concept

7

2.1.2. Definition of Preconception

7

2.1.3. Definition of Misconception

8

2.1.4. How to Detect Misconception

10

2.1.5. Uncover and Overcoming Misconception of Student

11

2.1.6. Misconception in Biology

12

2.2

12

Concept Review

2.2.1. Ecosystem and It’s Component

12

2.2.1. Succession

13

2.2.3. All Kinds of Ecosystems

14

2.2.4. Food chains and Food Web

16

2.2.5. Ecological Pyramid

17

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2.2.6. Biogeochemical Cycle

17

2.3.

20

Conceptual Framework

CHAPTER III RESEARCH METHODOLOGY

21

3.1.

Time and Location of Research

21

3.2.

Population and Sample

21

3.2.1

Population

21

3.2.2

Sample

21

3.3.

Type of Research

22

3.4.

Research Instrument

22

3.5.

Research Procedure

24

3.6

Data Collection Technique

24

3.6.

Data Analysis Technique

25

CHAPTER IV RESULT AND DISCUSSION

27

4.1.

27

Results

4.1.1. Description

27

4.1.2. Analysis of Students’ Misconception

27

4.1.2.2 Analysis of Students’ Misconception of Each Concept

27

4.2.

30

Discussions

CHAPTER V CONCLUSION AND RECOMMENDATION

35

5.1.

Conclusions

36

5.2.

Recommendation

36

REFERENCE

37

Appendix

40

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List of Table
Page
Table 2.1. The Causing Factors of Misconception

9

Table 3.1. Students’ Population

21

Table 3.2. The Sample of Research

22

Table 3.3. Grating Test of Two-Diagnostic Test

23

Table 3.4. Scores given to Each Possible Combination of Answer

25

Table 3.5. Student Comprehension Level and Degree of Confidence

26

Table 4.1. Percentage of Misconception Based on Group of Concept

29

Table 4.2. The concepts and sub concepts that student had misconception 31
at SMA Negeri in District Medan Denai.

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List of Figure
Page
Figure 2.1. The Carbon Cycle

18

Figure 2.2. Animated Nitrogen Cycle

19

Figure 4.5. Graphic of Students’ Misconception for Each Concepts

27

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List of Appendix
Page
Appendix 1. Syllabi

40

Appendix 2. Test Diagnostic- Two Dimension

43

Appendix 3. Answer Key Of Diagnostic Test

51

Appendix 4.Score of Test Diagnostic of Students

52

Appendix 5.Calculation of Students Number of Misconception

58

Appendix 6. Research Documentation

59

CHAPTER I
INTRODUCTION

1.1

Background
Children develop ideas and beliefs about the natural world through their

everyday life experiences. These include informal instruction like, sensual
experiences, language experiences, cultural background, peer groups, as well as
formal instruction. Osborne, et al (1983) stated that studies have revealed that
during science class students bring about certain ideas and explanations to natural
phenomena that are inconsistent with the ideas accepted by the scientific
community (Tüysüz, 2009).
Brown in Naz and Nasreen (2003) stated that even the very little child of
3-4 years also has thoughts and his creative thinking helps him to understand the
outside world; the old concept of child being a blank slate is over now. One of the
key element of science teaching is making explanations and classifying concepts
of science. Concepts are the construction blocks for the structure of knowledge.
Student’s concepts display their interpretations of objects and events in the
material world. Students have concepts in their minds nearly about everything
which they see hear and observe during all ages. Experts have continuously made
efforts to identify and take in hand ideas of students and found these ideas
contradictory with the ideas of scientists is called misconception.
The low achievement of student especially in biology subject matter
because students are less able to understand the concept being taught. Meanwhile
the understanding of basic concepts in biology is very important for student so
that they understand other concepts. Student who does not understand the related
concept may undergo misconception (Fuadah, et al. 2015).
Trowbridge and Mintzes in Cardak (2009) stated that misconceptions of
students in the field of science education have become a focal point for
researchers in recent

years. Whether they are called preconceptions,

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misconceptions, naïve theories or alternative conceptions, these notions clearly
pose formidable barriers to learning. These misconceptions can be seen among
primary and secondary education students as well as university students.
Tekkaya (2002) stated that there is a need to identify the sources of these
misconceptions. Misconception may originate from certain experiences that are
commonly shared by many students. Misconception also arises when students
combined newly learned concepts with previously held, more primitive concept.
Such situation creates conceptual conflict in the students’ mind. Sanders in
Tekkaya (2002) stated that the result of study also shown that teachers could have
played a role in the formation of misconceptions by their students. Misconception
passed from teachers through wrong or inaccurate teaching, especially for
assessment strategies used by biology teachers could be a factor influencing the
development of misconceptions in their students. She says “teachers should not
only assess to get mark for the pupils. They need to listen to what their pupil tell
them, as it can provide information about pupils’ understanding. Pupils require
constant feedback about their correct and incorrect ideas”.
Storey in Tekkaya (2002) stated that another factor that contributes
occurrence of misconceptions by students is textbooks, which include many errors
and incorrect information. Many concepts in biology are interrelated and they are
keys to understanding other concepts. Therefore, not only lack of integration
among topic but also inappropriate presentation of topic in textbooks influence
students’ further understanding. In general, the cause of misconceptions
summarized into five groups: student, teachers, textbooks, context and methods of
teaching (Suparno, 2005).
In biology learning a lot of concepts that must be mastered by the students
and there is a relationship between one concept with another concept. This causes
difficulties for students to understand the concept. In biology many Latin terms to
be memorized by students without knowing their meaning, so that students are not
able to develop their understanding. For Ecosystem topic, the most misconception
found in sub topic of food chains and food webs, and they may assume that the
two apply in different ecosystems. In truth, food chains are just simplifications of

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a food web, showing how energy passes along one path of the web. Students may
also include only predators and prey in their webs, neglecting to include
producers, which are at the bottom of the food web. They may also assume that all
carnivores are bigger and stronger than herbivores, even though some carnivores
are small and relatively weak -- like spiders or birds -- and some herbivores are
larger and relatively strong -- like bulls and gorillas (Perles, 2016).
The result of researcher with some students and biology teachers at grade
X SMA in district Medan Denai indicates that will be occur the probability of
misconception in biology learning. The teachers (Mrs. Berliana Hutabarat from
SMA Negeri 14 Medan and Mr. Mula Siahaan from SMA Negeri 21 Medan)
states that the topic of ecosystem is difficult understood because there are terms,
cycles and process in ecosystem. From year to year, student is difficult to make
differences between food chain and food web, the trophic level of energy flow,
and teachers found difficulties from student in biogeochemical cycle. The students
said that the topic of ecosystem is one of difficult topics at X grade because the
large scope of ecosystem make them confuse, namely terms, cycles and the
complexity of energy flows in the earth.
Misconception is the danger that may interfere with the learning process of
students. If misconceptions have entered into the cognitive structure of students,
then such misconceptions will continue so that it will affect the students in
accepting a new concept. If misconceptions cannot be eliminated, misconceptions
will impact negatively on subsequent learning activities. All the factor that lead
misconception seem to be not only results in rote learning and the
compartmentalization of ideas, but also defeat the aim of the biology syllabus to
promote meaningful learning (Tekkaya, 2002).
So what can we do to prevent misconceptions and challenge
misconceptions held by the student? Teacher need tools to identify misconception
of student, so that teacher is expected to make the decision to overcome that
msiconception (Fuadah, et al. 2015). The first step is to attempt to discover what
misconceptions the student by asking open-ended questions and truly listen to the
students’ ideas, and then to test out their ideas and prove the correct concepts to

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themselves. Another good method to counter misconceptions is to use concept
mapping during the lessons. A good way to utilize concept mapping is to do a
before lesson concept map and an after lesson map, so that the learners can see
what they have accomplished (Marshall, 2003).
Based on the background, it has been done a study to analyze
misconception with title:
"Analysis Of Student’s Misconception in Biology Subject Matter of Ecosystem
Grade X at SMA Negeri in District Medan Denai".

1.2

Problem Statement
Based on the above background, then that becomes problems identification
in this study is:
1. There are misconceptions of students in understanding concept of
ecosystem grade X at SMA Negeri in District Medan Denai.
2. There are some misconception namely over concept or not clearly
concepts when biology’s teachers are teaching in the class.
3. Misconceptions give the danger effect because can make the
misunderstanding between students and teachers of the wrong and
true concepts.

1.3

Scope of the Study
From the above problem identification, then becomes problem limitations
are:
1. Students that studying ecosystems grade X at SMA Negeri in
District Medan Denai.
2. Identifying which concept most often have misconceptions on
students of ecosystem grade X at SMA Negeri in District Medan
Denai.

1.4

Research Question
Based on problem restricted in above, problems formulation of this
research are:

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1. How big is the percentage of students’ misconceptions about the
topic of ecosystem grade X at SMA Negeri in district Medan
Denai?
2. What concepts in ecosystem that student have misconception?
1.5

Research Aim
Based on the problem formulation which has been described, the
objectives of this study are to:
1. Know the number of percentage of misconceptions that occur on
students about topic of ecosystem grade X at SMA Negeri in
District Medan Denai.
2. Know

what

concepts

of

ecosystem

that

students

have

misconception
1.6

Significance of the Study
Results of this research are expected to provide inputs and contributions
for several parties, including:
1. Theoretically the results of this study are expected to add insight
and knowledge for decision-makers in the field of education on the
issue of misconceptions in biology learning and the factor that
cause it.
2. In the practical results of this study are expected to be input for the
information for education department and principals to provide a
solution to the misconception in biology learning. As an input for
the teacher to know the problems that exist in biology learning.
3. For students, it can give a correct understanding of the concept, so
as to increase student learning outcomes.
4. For researchers, theoretically to improve the scientific insight
especially about things that allow misconceptions, so it can be used
as references in the next time when enter to education profession.

CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusions
Based on the result and discussions, can be concluded that:
1. The students in Grade X At SMA Negeri District Medan Denai have
misconception on the topic of Ecosystem, with the highest percentage of
misconception is 79.23%
2. The concept on the topic of ecosystem become misconception for the students
namely the role of microorganism in biochemical cycle.
5.2. Recommendation
Several suggestion based on the result of research:
1. Teacher minimize the misconception in the concept that high in students
misconception.
2. Do selection diagnostic test to misconception by two dimension and CRI test
is better for the clear result of misconception.
3. Students must be learn and know the concepts by read the book and other
references to increase the knowledge and avoid misconception.

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