ANALYSIS OF MISCONCEPTION AND THE ROLE OF CONCEPT MAP TO MINIMALIZE STUDENTS’ MISCONCEPTION ON HUMAN DIGESTIVE SYSTEM TOPIC AT SMA NEGERI 1 SIDIKALANG ACADEMIC YEAR 2015/2016.
ANALYSIS OF MISCONCEPTION AND THE ROLE OF CONCEPT
MAP TO MINIMALIZE STUDENTS’ MISCONCEPTION
ON HUMAN DIGESTIVE SYSTEM TOPIC AT
SMA NEGERI 1 SIDIKALANG
ACADEMIC YEAR 2015/2016
By :
Dina Sevria Purba
4123342005
Bilingual Biology Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCE
UNIVERSITAS NEGERI MEDAN
MEDAN
2016
i
ii
BIOGRAPHY
Dina Sevria Purba was born in Pematang Raya on September 2nd, 1994,
the eldest daughter from John Supratman Purba and Kantoria br. Saragih. In 2000,
the writer started her first educational experience in SD Inpres 091346 Pematang
Raya and finished in 2006. In 2006, the writer continued her study in SMP Negeri
2 Pematang Raya and finished in 2009. In 2009, the writer continued her study in
SMA Negeri 1 Pematang Raya and graduated in 2012. During following study
from junior till high senior school, the writer followed some biology and
chemistry olympiad. In 2012 the writer was registered in Biology Bilingual
Education program, Biology Department, Faculty of Mathematic and Natural
Science, State University of Medan and did the completion of thesis on June
2016. During following study in university, the writer was active to write
scientific paper and followed some scientific paper competition (LKTI). The
writer also joined field experience program in SMA Negeri 1 Sidikalang for three
months.
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ANALYSIS OF MISCONCEPTION AND THE ROLE OF CONCEPT MAP
TO MINIMALIZE STUDENTS’ MISCONCEPTION ON HUMAN
DIGESTIVE SYSTEM TOPIC AT SMA NEGERI 1
SIDIKALANG ACADEMIC YEAR 2015/2016
Dina Sevria Purba (ID Number : 4123342005)
ABSTRACT
This study aimed to analyze the students’ misconception in human digestive
system topic and also to determine the role of concept map to minimalize
students’ misconception that experienced by students of XI IPA grade in SMA
Negeri 1 Sidikalang. The method used in study is descriptive and quasi
experimental where the descriptive method is to investigate students’
understanding of concept and students’ misconception based on human digestive
system topic. Second, quasi experimental research used after learning process.
Quasi-experimental research used to determine the effect of concept map in
reducing the students’ misconception. The design of Quasi- experimental research
used one group pretest-postest design. Instrument that used for detecting students’
misconception was two dimensional diagnostic test and for reducing students’
misconception by using concept map. Students’ misconception decrease from
54% to 33% after concept map is given in the learning process to study the
concept in human digestive system topic. Based on the calculation, it was got tcount
(3.195) and ttable (1.661), so tcount (3.195 ) > ttable (1.661). It was conclude that
concept map has role in minimalize students’ misconception on topic human
digestive system in SMA Negeri 1 Sidikalang Class XI IPA academic year
2015/2016.
Keywords : Misconception, Students’ misconception, Human digestive system
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ACKNOWLEDGEMENTS
First of all the writer would like to express gratitude to Jesus Christ, the
most gracious and merciful for the opportunity and blessing in completing this
thesis. Without the blessing and guidance, the writer could not finish this thesis
well.
The writer owes deep gratitude to the thesis supervisor namely
Dr. Syahmi Edi, M.Si, who have given support, suggestion, and motivation in
writing this thesis. The writer felt very comfortable with thesis supervisor because
he has been like father for writer.
The writer owes deep gratitude to thesis examiners, Dr. Tumiur Gultom,
SP,MP, Dr. Fauziyah Harahap, M.Si, and Dr. Mufti Sudibyo, M.Si for the
critics, suggestion, and motivation from the seminar proposal until completing this
thesis. The writer also did not forget to say special appreciation for academic
supervisor (PA), Dr. Hasruddin, M.Pd for the motivation and also the guidance
that have been given during study in State University of Medan.
The writer also express deep gratitude to Dean of Mathematic and Natural
Science Faculty, Dr. Asrin Lubis, M.Pd, Vice of Dean of Mathematic and
Natural Science Prof. Dr. Herbert Sipahutar, MS., M.Sc, Coordinator of
Bilingual Program, Dr. Iis Siti Jahro, M.Si and Head of Biology Department Dr.
Hasruddin, M.Pd for the help and support during completing this thesis.
The writer also owes the special thanks for Headmaster of SMA Negeri 1
Sidikalang, Drs. Alben Sianturi, Vice of Headmaster of SMA Negeri 1
Sidikalang, Drs. Silas Sahat Sihombing for the help to allow the writer conduct
this research in the school. The writer also did not forget express special gratitude
to biology teacher Norminanda Sirait, S.Pd who have given the time for
administrating treatment and provide feedback on work in progress. Special
thanks also expressed to students XI IPA who have participated in this study.
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Extremely grateful expressed to my beloved parents, John Supratman
Purba and Kantoria br. Saragih, my beloved young sister Hana Klara Purba,
Trianita Purba, my beloved young brother Agung Pinindo Purba, my beloved
cousin Ika Mastayana Purba, Inka Permata Purba, and Riris Purba for great
support, motivation, and pray that have given so the writer can finish this thesis
well. Special thank for sister Rani Afrida and Desi Amelia for the help in
completing this thesis.
Finally special deep appreciation to beloved friends, Lestari, sister Lenda,
Magdalena, Lasri, Febri, Thesa, and Fitri who have given spirit and motivation for
completion of this thesis. The writer also did not forget to express special thank
for friend during field experience program in SMA Negeri 1 Sidikalang namely
Hariaty, Sylvi, Lestari, Novel, Sohmiyati, Rian, Novita, Reni, Nova, Suditro,
Friska, and Desi for the motivation and support during completing this thesis.
Special thanks for Mr. Abul Simbolon, Mr. Prima Manurung, Mr. Gultom, Mr.
Edwin Pasaribu, Mr. Ronald Pasaribu, Mr. Nuel and Mr. Ferdinand Sitanggang
for the support and motivation during field experience program in SMA Negeri 1
Sidikalang and also for completing this thesis.
The writer also express the great thank for friends of Bilingual Biology
Education 2012 who have given support, motivation, and spirit during completing
this thesis. The writer will never forget the togetherness of Bilingual Biology
Education 2012.
Medan, June 2016
The Writer
Dina Sevria Purba
SID. 412334200
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TABLE OF CONTENT
Legalization Paper
Biography
Abstract
Acknowledgement
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 Objective
1.6. Research Significance
1.7. Operational Definition
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CHAPTER II LITERATURE REVIEW
2.1. Concept, Conception, Preconception, and Misconception
2.1.1. Concept
2.1.2. Conception and Preconception
2.1.3. Misconception
2.1.4. Strategies to Solve Misconception
2.2. Human Digestive System
2.2.1. Human Digestive Organ, Gland, and Duct
2.2.2. Digestion Process
2.2.3. The Disorder and Disease in Human Digestive System
2.3. Concept Map
2.3.1. Characteristic of Concept Map
2.3.2. Function of Concept Map
2.3.3. Strength and Weakness of Concept Map Using
2.3.4. Strategies to Construct Concept Map
2.4. Relevant Research
2.5. Conceptual Framework
2.6. Hypothesis
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CHAPTER III RESEARCH METHOD
3.1. Location and Time Research
3.1.1. Location of Research
3.1.2. Time of Research
3.2. Population and Sample of Research
3.2.1. Research Population
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3.2.2. Research Sample
3.3. Research Variable
3.4. Research Type
3.5. Research Procedure
3.6. Data Collection Technique
3.7. Cognitive Level Two Dimension Diagnostic Test
3.8. Validity Test
3.9. Data Analysis Technique
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CHAPTER IV RESULT AND DISCUSSION
4.1. Research Result
4.1.1. The Percentage of Students’ Misconception on
Human Digestive System Topic
4.1.2. The Percentage of Students’ Misconception based
on Indicators
4.1.3. The Percentage of Students’ Misconception based
on Cognitive Level
4.1.3.1. The percentage of Students’ Misconception at
Cognitive Level 1
4.1.3.2. The percentage of Students’ Misconception at
Cognitive Level 2
4.1.3.3. The percentage of Students’ Misconception at
Cognitive Level 3
4.1.3.4. The percentage of Students’ Misconception at
Cognitive Level 4
4.1.3.5. The percentage of Students’ Misconception at
Cognitive Level 5
4.1.3.6. The percentage of Students’ Misconception at
Cognitive Level 6
4.1.4. The Role of Concept Map in Minimizing Students’
Misconception on Human Digestive system
4.1.5. Hypothesis Testing
4.2. Discussion
4.2.1. Students’ Misconception on Human Digestive System
4.2.2. Students’ Misconception in Indicator Aspect
4.2.3. Students’ Misconception in Cognitive Aspect
4.2.4. The Role of Concept Map in Minimizing Students’
Misconception
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CHAPTER III CONCLUSION AND SUGGESTION
5.1. Conclusion
5.2. Suggestion
REFERENCES
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LIST OF TABLE
Tabel 2.3.
Tabel 3.2.
Tabel 3.4.
Table 3.6.
Table 3.7.
Step to Create Concept Map
The Sample of Research
Research Design One-group Pretest Postest
The Possibility of Answer and Level of Confident
toward Given Answer and Score that Given to
Every Possibility Answers (Klymkowsky, 2006).
Distribution of Question in Diagnostic Test
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LIST OF FIGURE
Figure 2.1.
Figure 2.2.
Figure 2.3.
Figure 2.4.
Figure 2.5.
Figure 2.6.
Figure 2.7.
Figure 2.8.
Figure 2.9.
Figure 2.3.
Figure 4.1.
Figure 4.2.
Figure 4.3.
Figure 4.4.
Figure 4.5.
Figure 4.6.
Figure 4.6.
Figure 4.8.
Figure 4.9.
Figure 4.10.
Human Digestive System
Structure of Oral Cavity
Peristaltic movement in Esophagus
Structure of Stomach
Structure of Small Intestine
Structure of Liver
Structure of Pancreas
Structure of Large Intestine
Structure of Anus
Concept Map of Human Digestive System
The Percentage of Students’ Understanding Level
on Human Digestive System
The Percentage of Students’ Understanding Level
Based on Indicators
The Percentage of Students’ Misconception Based
on Cognitive Level
The Percentage of Students’ Misconception Based on
Cognitive Level 1
The Percentage of Students’ Misconception Based on
Cognitive Level 2
The Percentage of Students’ Misconception Based on
Cognitive Level 3
The Percentage of Students’ Misconception Based on
Cognitive Level 4
The Percentage of Students’ Misconception Based on
Cognitive Level 5
The Percentage of Students’ Misconception Based on
Cognitive Level 6
The Percentage of Students’ Understanding
Level on Topic Human Digestive System Before
and After Treatment
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LIST OF APPENDIX
Appendix 1. ` Two Dimensional Diagnostic Test
Appendix 2. Score Data of Two Dimensional Diagnostic Test
Appendix 3. Score Data of Post Test
Appendix 4. Syllabus Of Biology Subject on Topic
Human Digestive System
Appendix 5
Lesson Plan
Appendix 6
Hypothesis Testing
Appendix 7
Table distribution of t
Appendix 8
Research Documentation
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CHAPTER I
INTRODUCTION
1.1. Research Background
Based on the Content Standard of Biology subject in senior high school,
the goal of Biology learning is so that the learners have the ability to develop the
mastery, apply the concept and principle of Biology (Departemen Pendidikan,
2006). Additionally, the purpose of learning is to make students are able to
associate one to other concepts, and able to solve problems in daily life
(Rahmawati et al., 2013).
The process of learning on the formation of concept in teaching materials
is very important, because it can be directly affect students toward the
comprehension of subject matter. The concept is one thing that can not be
separated in learning Biology. The concept is one aspect of product, process, and
attitude. The aspect of biological product consist of concept, principle, theory,
and law. The aspect of the process is in the form of science process skill that
practiced after student learn Biology such as identifying and controlling variables,
designing experiment, making generalization, and others. The attitude aspect is in
the form of a scientific characters which internalized in students’ selves after
studying Biology such as curiosity, conscientious, honest, responsible, and others
(Prayitno, 2012).
Planting the concept is very necessary in learning Biology. The concept
is the foundation for thinking and formulating basic principles and further
generalization. Understanding and procurement of a strong concept can make
students to develop themselves in understanding the higher concept. Several
factors can affect students' concept procurement include: (1) The weakness of
students’ basic knowledge (Tekkaya, 2002), (2) The lack of material’s deepening,
and (3) Lagging with the latest information related to the material (Sugihartono,
2008).
Students come to school with varying experience with ideas about and
explanation of the natural world. The scope of these ideas are as diverse as the
2
students' backgrounds and they are often different from those of scientists. These
differing frameworks have been described as misconception (Fisher, 1985),
alternative conceptions (Arnaudin and Mintzes, 1985), preconceptions (Gallegos,
Jerezano, and Flores, 1994), alternative frameworks (Driver, 1981), erroneous
ideas (Sanders, 1993), and children science (Gilbert, Osborne, and Fenshman,
1982). The characteristics of misconceptions are summarized by (Adeniyi, 1985)
and (Fisher, 1985). They tend to be pervasive (shared by many different
individuals), stable, well embedded in individual's cognitive ecology, often
resistant to be changed at least by traditional teaching methods and remain intact
throughout the university years and into adult life.
Several studies have investigated students' understanding of biological
concepts in different
countries: Cell (Dreyfus and
Jungwirth, 1988),
photosynthesis (Haslam and Treagust, 1987; Waheed and Lucas, 1992), genetic
(Lewis, Leach and, Wood-Robinson 2000 ; Pash1ey, 1994), ecology (Griffiths
and Grant, 1985; Munson, 1994), respiration (Sanders, 1993), classification
(Trowbridge and Mintzes, 1988), the circulatory system (Yip, 1998), vertabrate
and invertabrate (Braund, 1998) and energy (Boyes and Stanisstreet, 1991). These
studies revealed that the majority of students leave secondary school with a
distorted view of biological objects and events. Many of these topics about which
students hold misconceptions are basic to biology knowledge and interrelated.
In Turkey, in recent years there also has been an interest in determining
students' misconceptions concerning various biological concepts (Çapa, 2000;
Özkan, 2001; Sungur, Tekkaya, and Oeban, 2001; Tekkaya, Şen, and Özden,
1999; Tckkaya, Çapa, and Yilmaz, 2000; Tekkaya, Özkan, and Aşcı, 2001). These
studies revealed that regardless of the age and the level of schooling
misconceptions are also prevalent among Turkish high school and university
students.
Common misconception that often occur the material in class XI that
involves human body physiological system. This material is considered complex
and difficult to understand by students giving rise to misconception in students.
Moreover, students often have had the initial concept of the application body
3
physiological material and daily environment that is not completely true according
to scientists. The example of misconception that occur in the material of body
physiological system including the digestive system is in the digestive system
concept common occur misconception, such as the concept of the digestive
mechanism. Many students assume that the mechanism of mechanical digestion
occurs only in the mouth with the aid of the teeth, but the destruction of food in
the stomach with the aid of the stomach muscles is also include to mechanical
digestion. In addition, students also have to understand the process of digestion
found in the body. This concept is still look abstract because it is still difficult to
imagine the process occur in body system. The difficulty of the student in
understanding concept and false preconception that are not considered here which
cause misconception.
This problem is also found in SMA Negeri 1 Sidikalang the students'
understanding to the concept of Biology learning is still lacking. Based on the
initial observation and interview that has been done previously in SMA Negeri 1
Sidikalang, the students’ understanding about the concepts of Biology and the
relationship between the concept of is a problem that considerable apprehensive in
the cognitive structure of students' thinking. Biology teachers and student say that
the digestive system material is abstract difficult to understand thus providing
opportunity for misconception. The overview of students’ Biology learning
outcome in this school on the digestive system material is still relatively low. Low
learning outcome is characteristic or the impact of the misconception that
happened in students (Kusumawati et al., 2014).
In addition, the issues that occur in this school namely, teachers teach the
concept of Biology with lecture method and learning process that makes the
students quickly get bored, sleepy, passive, and perform other activities such as
noting result in many students do not understand these concept deeply, in addition
teachers do not pay attention to students' initial conception before receive a new
concept, result in misconception in students. In daily life the students also have
different conception about natural phenomenon that occur around them and not
infrequently that are formed conception was different from the conception of
4
scientists. These events also lead misconception in students. Students who have
misconception will hold the concept that they consider right and this will lead to
misconception that are stable and resistant to change.
The material is too much and too abstract make students lazy to read and
do not pay attention well when the teacher explain the material in class, so that
make students' understanding of Biology concepts are getting lower and weak.
Misconceptions in students that occur continuously could disrupt and inhibit the
formation of scientific concepts in cognitive structure of students. One effort to
overcome the difficulties students in understanding the concept that lead to
misconception, namely the concept map method that is used to detect the error
concept. In addition, concept maps can be used to investigate what is already have
been known by students, to show how to learn, show misconception, and as
evaluation instrument.
Based on the background described above, the researcher want to know
how the misconception that are experienced by the students by using concept map
on grade XI IPA Science SMAN 1 Sidikalang, by conducting research entitled
“Analysis of Misconception and The Role of Concept Map to Minimalize Students’
Misconception on Human Digestive System Topic at SMA Negeri 1 Sidikalang
Academic Year 2015/2016.”
1.2. Problem Identification
Based on the background above, the identification of problem formulated
as following:
1. The presence of students’ misconception in human digestive system topic.
2. Students are less able to correlate the concepts in human digestive system topic
correctly.
3. Misconception affect students to understand the concept of human digestive
system topic which occur in students of XI IPA in SMA Negeri 1 Sidikalang.
4. The teacher still use conventional method in the class which can affect the
students’ understanding and can lead to misconception.
5
1.3. Problem Scope
Referring to the description of the background and identification of
problems that have been described above, this research is limited:
1. The research is conducted on students of XI IPA at SMA Negeri 1 Sidikalang
Academic Year 2015/2016 who learn human digestive system topic.
2. The research focus on the misconception in human digestive system concept
which consist of various nutrients contain in the food, the structure and
function of digestive organ, the mechanism of digestive occur in human
digestive system, and the disease or disorder occur in human digestive system.
3. The aspect measured are students’ misconception by doing diagnostic test and
post test result after give concept map in students of XI IPA at SMA Negeri 1
Sidikalang.
1.4. Research Questions
Referring to the description of the background issues that have been
described above, then the problems of this research is formulated as following:
1. Is there any students’ misconception in students of XI IPA in the concept of the
human digestive system at SMA Negeri 1 Sidikalang?
2. At which indicators of human digestive system most students undergo
misconception in students of XI IPA at SMA Negeri 1 Sidikalang?
3. At which cognitive level most students undergo misconception occur on human
digestive system topic in students of XI IPA at SMA Negeri 1 Sidikalang?
4. Does the concept map have role in minimalizing students’ misconception at
SMA Negeri 1 Sidikalang?
1.5. Research Objectives
Based on the research scope and the research question above so, the
objective of this research are:
1. To know whether there is any misconception in students of XI IPA on human
digestive system topic at SMA Negeri 1 Sidikalang.
6
2. To know the indicators of misconception on human digestive system topic in
students of XI IPA at SMA Negeri 1 Sidikalang.
3. To know the cognitive level of students’ misconception on human digestive
system topic in students of XI IPA at SMA Negeri 1 Sidikalang.
4. To know the role of concept map in minimizing students’ misconception at
SMA Negeri 1 Sidikalang.
1.6. Research Significances
The result of this research can be meaningful for the various parties who
use it among other things:
1. As the acquisition of direct experience for researchers to know the
misconception in senior high school students on the concept of human
digestive system.
2. Information for teacher to determine the teaching strategy that can avoid
misconception.
3. To help the school in improving the quality of learning in Biology subject.
1.7. Operational Definition
The concept is someone thinking obtained from facts, events / occurrences,
natural phenomenon, experience, generalization, or the result of abstract
thinking that describes the characteristics or good character of the same in a
particular group and that distinguishes it from other groups, so it can answer
the problems that exist.
Misconception is error or mistake on a concept in interpreting relationships
between different concepts that mutually influence each other.
Concept map is a process that involves the identification of concepts of
subject matter and the regulation of these concepts in a hierarchy, started
from the most general, less general and more specific concept.
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CHAPTER V
CONCLUSION AND SUGESTION
5.1. Conclusion
The results of analysis misconception and the role of concept map in human
digestive system topic research as follows:
1. The percentage of students’ misconception overall is that students undergo
misconception is 54% and students do not undergo misconception is 46%.
2. The misconception of students at each indicators namely indicator A is
various nutrients that contained in the food and also the test for detect the
nutrients in the food (52%), indicator B is the process of food digestive in
human body (63%), indicator C is the structure and function of organ, gland,
and duct in human digestive system (56%), and the disorder or disease that
occur in human digestive system (54%).
3. The misconception of students at cognitive level are cognitive level 1 (54%),
cognitive level 2 (63%), cognitive level 3 (52%), cognitive level 4 (59%),
cognitive level 5 (62%), and cognitive level 6 (46%).
4. The percentage of students’ misconception after given concept map, which
collected from the post test data was compared with the diagnostic test data is
the misconception of students decrease from 54% to 33% and the percentage
of students do not undergo misconception increase from 46% to 67%.
5.2. Suggestion
Based on the research results there are several suggestions as follows:
1. Students are expected to be more active in learning and must be comprehend
the contents of each concept of study material.
2. Teacher try to find another learning media to solve misconceptions in
students especially in topic of Biology such as process and mechanism.
3. The school develop the quality of learning process especially in Biology
subject.
60
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MAP TO MINIMALIZE STUDENTS’ MISCONCEPTION
ON HUMAN DIGESTIVE SYSTEM TOPIC AT
SMA NEGERI 1 SIDIKALANG
ACADEMIC YEAR 2015/2016
By :
Dina Sevria Purba
4123342005
Bilingual Biology Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCE
UNIVERSITAS NEGERI MEDAN
MEDAN
2016
i
ii
BIOGRAPHY
Dina Sevria Purba was born in Pematang Raya on September 2nd, 1994,
the eldest daughter from John Supratman Purba and Kantoria br. Saragih. In 2000,
the writer started her first educational experience in SD Inpres 091346 Pematang
Raya and finished in 2006. In 2006, the writer continued her study in SMP Negeri
2 Pematang Raya and finished in 2009. In 2009, the writer continued her study in
SMA Negeri 1 Pematang Raya and graduated in 2012. During following study
from junior till high senior school, the writer followed some biology and
chemistry olympiad. In 2012 the writer was registered in Biology Bilingual
Education program, Biology Department, Faculty of Mathematic and Natural
Science, State University of Medan and did the completion of thesis on June
2016. During following study in university, the writer was active to write
scientific paper and followed some scientific paper competition (LKTI). The
writer also joined field experience program in SMA Negeri 1 Sidikalang for three
months.
iii
ANALYSIS OF MISCONCEPTION AND THE ROLE OF CONCEPT MAP
TO MINIMALIZE STUDENTS’ MISCONCEPTION ON HUMAN
DIGESTIVE SYSTEM TOPIC AT SMA NEGERI 1
SIDIKALANG ACADEMIC YEAR 2015/2016
Dina Sevria Purba (ID Number : 4123342005)
ABSTRACT
This study aimed to analyze the students’ misconception in human digestive
system topic and also to determine the role of concept map to minimalize
students’ misconception that experienced by students of XI IPA grade in SMA
Negeri 1 Sidikalang. The method used in study is descriptive and quasi
experimental where the descriptive method is to investigate students’
understanding of concept and students’ misconception based on human digestive
system topic. Second, quasi experimental research used after learning process.
Quasi-experimental research used to determine the effect of concept map in
reducing the students’ misconception. The design of Quasi- experimental research
used one group pretest-postest design. Instrument that used for detecting students’
misconception was two dimensional diagnostic test and for reducing students’
misconception by using concept map. Students’ misconception decrease from
54% to 33% after concept map is given in the learning process to study the
concept in human digestive system topic. Based on the calculation, it was got tcount
(3.195) and ttable (1.661), so tcount (3.195 ) > ttable (1.661). It was conclude that
concept map has role in minimalize students’ misconception on topic human
digestive system in SMA Negeri 1 Sidikalang Class XI IPA academic year
2015/2016.
Keywords : Misconception, Students’ misconception, Human digestive system
iv
ACKNOWLEDGEMENTS
First of all the writer would like to express gratitude to Jesus Christ, the
most gracious and merciful for the opportunity and blessing in completing this
thesis. Without the blessing and guidance, the writer could not finish this thesis
well.
The writer owes deep gratitude to the thesis supervisor namely
Dr. Syahmi Edi, M.Si, who have given support, suggestion, and motivation in
writing this thesis. The writer felt very comfortable with thesis supervisor because
he has been like father for writer.
The writer owes deep gratitude to thesis examiners, Dr. Tumiur Gultom,
SP,MP, Dr. Fauziyah Harahap, M.Si, and Dr. Mufti Sudibyo, M.Si for the
critics, suggestion, and motivation from the seminar proposal until completing this
thesis. The writer also did not forget to say special appreciation for academic
supervisor (PA), Dr. Hasruddin, M.Pd for the motivation and also the guidance
that have been given during study in State University of Medan.
The writer also express deep gratitude to Dean of Mathematic and Natural
Science Faculty, Dr. Asrin Lubis, M.Pd, Vice of Dean of Mathematic and
Natural Science Prof. Dr. Herbert Sipahutar, MS., M.Sc, Coordinator of
Bilingual Program, Dr. Iis Siti Jahro, M.Si and Head of Biology Department Dr.
Hasruddin, M.Pd for the help and support during completing this thesis.
The writer also owes the special thanks for Headmaster of SMA Negeri 1
Sidikalang, Drs. Alben Sianturi, Vice of Headmaster of SMA Negeri 1
Sidikalang, Drs. Silas Sahat Sihombing for the help to allow the writer conduct
this research in the school. The writer also did not forget express special gratitude
to biology teacher Norminanda Sirait, S.Pd who have given the time for
administrating treatment and provide feedback on work in progress. Special
thanks also expressed to students XI IPA who have participated in this study.
v
Extremely grateful expressed to my beloved parents, John Supratman
Purba and Kantoria br. Saragih, my beloved young sister Hana Klara Purba,
Trianita Purba, my beloved young brother Agung Pinindo Purba, my beloved
cousin Ika Mastayana Purba, Inka Permata Purba, and Riris Purba for great
support, motivation, and pray that have given so the writer can finish this thesis
well. Special thank for sister Rani Afrida and Desi Amelia for the help in
completing this thesis.
Finally special deep appreciation to beloved friends, Lestari, sister Lenda,
Magdalena, Lasri, Febri, Thesa, and Fitri who have given spirit and motivation for
completion of this thesis. The writer also did not forget to express special thank
for friend during field experience program in SMA Negeri 1 Sidikalang namely
Hariaty, Sylvi, Lestari, Novel, Sohmiyati, Rian, Novita, Reni, Nova, Suditro,
Friska, and Desi for the motivation and support during completing this thesis.
Special thanks for Mr. Abul Simbolon, Mr. Prima Manurung, Mr. Gultom, Mr.
Edwin Pasaribu, Mr. Ronald Pasaribu, Mr. Nuel and Mr. Ferdinand Sitanggang
for the support and motivation during field experience program in SMA Negeri 1
Sidikalang and also for completing this thesis.
The writer also express the great thank for friends of Bilingual Biology
Education 2012 who have given support, motivation, and spirit during completing
this thesis. The writer will never forget the togetherness of Bilingual Biology
Education 2012.
Medan, June 2016
The Writer
Dina Sevria Purba
SID. 412334200
vi
TABLE OF CONTENT
Legalization Paper
Biography
Abstract
Acknowledgement
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 Objective
1.6. Research Significance
1.7. Operational Definition
Page
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CHAPTER II LITERATURE REVIEW
2.1. Concept, Conception, Preconception, and Misconception
2.1.1. Concept
2.1.2. Conception and Preconception
2.1.3. Misconception
2.1.4. Strategies to Solve Misconception
2.2. Human Digestive System
2.2.1. Human Digestive Organ, Gland, and Duct
2.2.2. Digestion Process
2.2.3. The Disorder and Disease in Human Digestive System
2.3. Concept Map
2.3.1. Characteristic of Concept Map
2.3.2. Function of Concept Map
2.3.3. Strength and Weakness of Concept Map Using
2.3.4. Strategies to Construct Concept Map
2.4. Relevant Research
2.5. Conceptual Framework
2.6. Hypothesis
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CHAPTER III RESEARCH METHOD
3.1. Location and Time Research
3.1.1. Location of Research
3.1.2. Time of Research
3.2. Population and Sample of Research
3.2.1. Research Population
32
32
32
32
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vii
3.2.2. Research Sample
3.3. Research Variable
3.4. Research Type
3.5. Research Procedure
3.6. Data Collection Technique
3.7. Cognitive Level Two Dimension Diagnostic Test
3.8. Validity Test
3.9. Data Analysis Technique
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CHAPTER IV RESULT AND DISCUSSION
4.1. Research Result
4.1.1. The Percentage of Students’ Misconception on
Human Digestive System Topic
4.1.2. The Percentage of Students’ Misconception based
on Indicators
4.1.3. The Percentage of Students’ Misconception based
on Cognitive Level
4.1.3.1. The percentage of Students’ Misconception at
Cognitive Level 1
4.1.3.2. The percentage of Students’ Misconception at
Cognitive Level 2
4.1.3.3. The percentage of Students’ Misconception at
Cognitive Level 3
4.1.3.4. The percentage of Students’ Misconception at
Cognitive Level 4
4.1.3.5. The percentage of Students’ Misconception at
Cognitive Level 5
4.1.3.6. The percentage of Students’ Misconception at
Cognitive Level 6
4.1.4. The Role of Concept Map in Minimizing Students’
Misconception on Human Digestive system
4.1.5. Hypothesis Testing
4.2. Discussion
4.2.1. Students’ Misconception on Human Digestive System
4.2.2. Students’ Misconception in Indicator Aspect
4.2.3. Students’ Misconception in Cognitive Aspect
4.2.4. The Role of Concept Map in Minimizing Students’
Misconception
57
CHAPTER III CONCLUSION AND SUGGESTION
5.1. Conclusion
5.2. Suggestion
REFERENCES
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48
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viii
LIST OF TABLE
Tabel 2.3.
Tabel 3.2.
Tabel 3.4.
Table 3.6.
Table 3.7.
Step to Create Concept Map
The Sample of Research
Research Design One-group Pretest Postest
The Possibility of Answer and Level of Confident
toward Given Answer and Score that Given to
Every Possibility Answers (Klymkowsky, 2006).
Distribution of Question in Diagnostic Test
Page
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32
33
35
36
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LIST OF FIGURE
Figure 2.1.
Figure 2.2.
Figure 2.3.
Figure 2.4.
Figure 2.5.
Figure 2.6.
Figure 2.7.
Figure 2.8.
Figure 2.9.
Figure 2.3.
Figure 4.1.
Figure 4.2.
Figure 4.3.
Figure 4.4.
Figure 4.5.
Figure 4.6.
Figure 4.6.
Figure 4.8.
Figure 4.9.
Figure 4.10.
Human Digestive System
Structure of Oral Cavity
Peristaltic movement in Esophagus
Structure of Stomach
Structure of Small Intestine
Structure of Liver
Structure of Pancreas
Structure of Large Intestine
Structure of Anus
Concept Map of Human Digestive System
The Percentage of Students’ Understanding Level
on Human Digestive System
The Percentage of Students’ Understanding Level
Based on Indicators
The Percentage of Students’ Misconception Based
on Cognitive Level
The Percentage of Students’ Misconception Based on
Cognitive Level 1
The Percentage of Students’ Misconception Based on
Cognitive Level 2
The Percentage of Students’ Misconception Based on
Cognitive Level 3
The Percentage of Students’ Misconception Based on
Cognitive Level 4
The Percentage of Students’ Misconception Based on
Cognitive Level 5
The Percentage of Students’ Misconception Based on
Cognitive Level 6
The Percentage of Students’ Understanding
Level on Topic Human Digestive System Before
and After Treatment
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LIST OF APPENDIX
Appendix 1. ` Two Dimensional Diagnostic Test
Appendix 2. Score Data of Two Dimensional Diagnostic Test
Appendix 3. Score Data of Post Test
Appendix 4. Syllabus Of Biology Subject on Topic
Human Digestive System
Appendix 5
Lesson Plan
Appendix 6
Hypothesis Testing
Appendix 7
Table distribution of t
Appendix 8
Research Documentation
Page
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1
CHAPTER I
INTRODUCTION
1.1. Research Background
Based on the Content Standard of Biology subject in senior high school,
the goal of Biology learning is so that the learners have the ability to develop the
mastery, apply the concept and principle of Biology (Departemen Pendidikan,
2006). Additionally, the purpose of learning is to make students are able to
associate one to other concepts, and able to solve problems in daily life
(Rahmawati et al., 2013).
The process of learning on the formation of concept in teaching materials
is very important, because it can be directly affect students toward the
comprehension of subject matter. The concept is one thing that can not be
separated in learning Biology. The concept is one aspect of product, process, and
attitude. The aspect of biological product consist of concept, principle, theory,
and law. The aspect of the process is in the form of science process skill that
practiced after student learn Biology such as identifying and controlling variables,
designing experiment, making generalization, and others. The attitude aspect is in
the form of a scientific characters which internalized in students’ selves after
studying Biology such as curiosity, conscientious, honest, responsible, and others
(Prayitno, 2012).
Planting the concept is very necessary in learning Biology. The concept
is the foundation for thinking and formulating basic principles and further
generalization. Understanding and procurement of a strong concept can make
students to develop themselves in understanding the higher concept. Several
factors can affect students' concept procurement include: (1) The weakness of
students’ basic knowledge (Tekkaya, 2002), (2) The lack of material’s deepening,
and (3) Lagging with the latest information related to the material (Sugihartono,
2008).
Students come to school with varying experience with ideas about and
explanation of the natural world. The scope of these ideas are as diverse as the
2
students' backgrounds and they are often different from those of scientists. These
differing frameworks have been described as misconception (Fisher, 1985),
alternative conceptions (Arnaudin and Mintzes, 1985), preconceptions (Gallegos,
Jerezano, and Flores, 1994), alternative frameworks (Driver, 1981), erroneous
ideas (Sanders, 1993), and children science (Gilbert, Osborne, and Fenshman,
1982). The characteristics of misconceptions are summarized by (Adeniyi, 1985)
and (Fisher, 1985). They tend to be pervasive (shared by many different
individuals), stable, well embedded in individual's cognitive ecology, often
resistant to be changed at least by traditional teaching methods and remain intact
throughout the university years and into adult life.
Several studies have investigated students' understanding of biological
concepts in different
countries: Cell (Dreyfus and
Jungwirth, 1988),
photosynthesis (Haslam and Treagust, 1987; Waheed and Lucas, 1992), genetic
(Lewis, Leach and, Wood-Robinson 2000 ; Pash1ey, 1994), ecology (Griffiths
and Grant, 1985; Munson, 1994), respiration (Sanders, 1993), classification
(Trowbridge and Mintzes, 1988), the circulatory system (Yip, 1998), vertabrate
and invertabrate (Braund, 1998) and energy (Boyes and Stanisstreet, 1991). These
studies revealed that the majority of students leave secondary school with a
distorted view of biological objects and events. Many of these topics about which
students hold misconceptions are basic to biology knowledge and interrelated.
In Turkey, in recent years there also has been an interest in determining
students' misconceptions concerning various biological concepts (Çapa, 2000;
Özkan, 2001; Sungur, Tekkaya, and Oeban, 2001; Tekkaya, Şen, and Özden,
1999; Tckkaya, Çapa, and Yilmaz, 2000; Tekkaya, Özkan, and Aşcı, 2001). These
studies revealed that regardless of the age and the level of schooling
misconceptions are also prevalent among Turkish high school and university
students.
Common misconception that often occur the material in class XI that
involves human body physiological system. This material is considered complex
and difficult to understand by students giving rise to misconception in students.
Moreover, students often have had the initial concept of the application body
3
physiological material and daily environment that is not completely true according
to scientists. The example of misconception that occur in the material of body
physiological system including the digestive system is in the digestive system
concept common occur misconception, such as the concept of the digestive
mechanism. Many students assume that the mechanism of mechanical digestion
occurs only in the mouth with the aid of the teeth, but the destruction of food in
the stomach with the aid of the stomach muscles is also include to mechanical
digestion. In addition, students also have to understand the process of digestion
found in the body. This concept is still look abstract because it is still difficult to
imagine the process occur in body system. The difficulty of the student in
understanding concept and false preconception that are not considered here which
cause misconception.
This problem is also found in SMA Negeri 1 Sidikalang the students'
understanding to the concept of Biology learning is still lacking. Based on the
initial observation and interview that has been done previously in SMA Negeri 1
Sidikalang, the students’ understanding about the concepts of Biology and the
relationship between the concept of is a problem that considerable apprehensive in
the cognitive structure of students' thinking. Biology teachers and student say that
the digestive system material is abstract difficult to understand thus providing
opportunity for misconception. The overview of students’ Biology learning
outcome in this school on the digestive system material is still relatively low. Low
learning outcome is characteristic or the impact of the misconception that
happened in students (Kusumawati et al., 2014).
In addition, the issues that occur in this school namely, teachers teach the
concept of Biology with lecture method and learning process that makes the
students quickly get bored, sleepy, passive, and perform other activities such as
noting result in many students do not understand these concept deeply, in addition
teachers do not pay attention to students' initial conception before receive a new
concept, result in misconception in students. In daily life the students also have
different conception about natural phenomenon that occur around them and not
infrequently that are formed conception was different from the conception of
4
scientists. These events also lead misconception in students. Students who have
misconception will hold the concept that they consider right and this will lead to
misconception that are stable and resistant to change.
The material is too much and too abstract make students lazy to read and
do not pay attention well when the teacher explain the material in class, so that
make students' understanding of Biology concepts are getting lower and weak.
Misconceptions in students that occur continuously could disrupt and inhibit the
formation of scientific concepts in cognitive structure of students. One effort to
overcome the difficulties students in understanding the concept that lead to
misconception, namely the concept map method that is used to detect the error
concept. In addition, concept maps can be used to investigate what is already have
been known by students, to show how to learn, show misconception, and as
evaluation instrument.
Based on the background described above, the researcher want to know
how the misconception that are experienced by the students by using concept map
on grade XI IPA Science SMAN 1 Sidikalang, by conducting research entitled
“Analysis of Misconception and The Role of Concept Map to Minimalize Students’
Misconception on Human Digestive System Topic at SMA Negeri 1 Sidikalang
Academic Year 2015/2016.”
1.2. Problem Identification
Based on the background above, the identification of problem formulated
as following:
1. The presence of students’ misconception in human digestive system topic.
2. Students are less able to correlate the concepts in human digestive system topic
correctly.
3. Misconception affect students to understand the concept of human digestive
system topic which occur in students of XI IPA in SMA Negeri 1 Sidikalang.
4. The teacher still use conventional method in the class which can affect the
students’ understanding and can lead to misconception.
5
1.3. Problem Scope
Referring to the description of the background and identification of
problems that have been described above, this research is limited:
1. The research is conducted on students of XI IPA at SMA Negeri 1 Sidikalang
Academic Year 2015/2016 who learn human digestive system topic.
2. The research focus on the misconception in human digestive system concept
which consist of various nutrients contain in the food, the structure and
function of digestive organ, the mechanism of digestive occur in human
digestive system, and the disease or disorder occur in human digestive system.
3. The aspect measured are students’ misconception by doing diagnostic test and
post test result after give concept map in students of XI IPA at SMA Negeri 1
Sidikalang.
1.4. Research Questions
Referring to the description of the background issues that have been
described above, then the problems of this research is formulated as following:
1. Is there any students’ misconception in students of XI IPA in the concept of the
human digestive system at SMA Negeri 1 Sidikalang?
2. At which indicators of human digestive system most students undergo
misconception in students of XI IPA at SMA Negeri 1 Sidikalang?
3. At which cognitive level most students undergo misconception occur on human
digestive system topic in students of XI IPA at SMA Negeri 1 Sidikalang?
4. Does the concept map have role in minimalizing students’ misconception at
SMA Negeri 1 Sidikalang?
1.5. Research Objectives
Based on the research scope and the research question above so, the
objective of this research are:
1. To know whether there is any misconception in students of XI IPA on human
digestive system topic at SMA Negeri 1 Sidikalang.
6
2. To know the indicators of misconception on human digestive system topic in
students of XI IPA at SMA Negeri 1 Sidikalang.
3. To know the cognitive level of students’ misconception on human digestive
system topic in students of XI IPA at SMA Negeri 1 Sidikalang.
4. To know the role of concept map in minimizing students’ misconception at
SMA Negeri 1 Sidikalang.
1.6. Research Significances
The result of this research can be meaningful for the various parties who
use it among other things:
1. As the acquisition of direct experience for researchers to know the
misconception in senior high school students on the concept of human
digestive system.
2. Information for teacher to determine the teaching strategy that can avoid
misconception.
3. To help the school in improving the quality of learning in Biology subject.
1.7. Operational Definition
The concept is someone thinking obtained from facts, events / occurrences,
natural phenomenon, experience, generalization, or the result of abstract
thinking that describes the characteristics or good character of the same in a
particular group and that distinguishes it from other groups, so it can answer
the problems that exist.
Misconception is error or mistake on a concept in interpreting relationships
between different concepts that mutually influence each other.
Concept map is a process that involves the identification of concepts of
subject matter and the regulation of these concepts in a hierarchy, started
from the most general, less general and more specific concept.
59
CHAPTER V
CONCLUSION AND SUGESTION
5.1. Conclusion
The results of analysis misconception and the role of concept map in human
digestive system topic research as follows:
1. The percentage of students’ misconception overall is that students undergo
misconception is 54% and students do not undergo misconception is 46%.
2. The misconception of students at each indicators namely indicator A is
various nutrients that contained in the food and also the test for detect the
nutrients in the food (52%), indicator B is the process of food digestive in
human body (63%), indicator C is the structure and function of organ, gland,
and duct in human digestive system (56%), and the disorder or disease that
occur in human digestive system (54%).
3. The misconception of students at cognitive level are cognitive level 1 (54%),
cognitive level 2 (63%), cognitive level 3 (52%), cognitive level 4 (59%),
cognitive level 5 (62%), and cognitive level 6 (46%).
4. The percentage of students’ misconception after given concept map, which
collected from the post test data was compared with the diagnostic test data is
the misconception of students decrease from 54% to 33% and the percentage
of students do not undergo misconception increase from 46% to 67%.
5.2. Suggestion
Based on the research results there are several suggestions as follows:
1. Students are expected to be more active in learning and must be comprehend
the contents of each concept of study material.
2. Teacher try to find another learning media to solve misconceptions in
students especially in topic of Biology such as process and mechanism.
3. The school develop the quality of learning process especially in Biology
subject.
60
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