ANALYSIS OF STUDENTS’ MISCONCEPTION ON THE TOPIC OF HUMAN EXCRETORY SYSTEM IN GRADE XI SMA NEGERI DISTRICT MEDAN KOTA.
ANALYSIS OF STUDENTS ’ MISCONCEPTION ON THE
TOPIC OF HUMAN EXCRETORY SYSTEM IN GRADE XI
SMA NEGERI DISTRICT MEDAN KOTA
By:
Carolina Savitry Hutagaol
4123141011
Biology Billingual Education
SKRIPSI
THESIS
Submitted to Fulfill the Requirement for The Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
UNIVERSITAS NEGERI MEDAN
MEDAN
2016
i
ii
BIOGRAPHY
Carolina Savitry Hutagaol was born on April, 12th 1994 in Medan, North
Sumatera. She is the last child from three children of E. Hutagaol dan R. Sinambela.
She was study in TK St. Antonius Medan and continue her study in SD St. Antonius V
Medan. In 2006, she was study in SMP Negeri 6 Medan and continue her study in SMA
Negeri 5 Medan in 2009. In 2012, she was accepted in Biology Education Study
Program of Mathematic and Natural Science Faculty in State University of Medan.
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ANALYSIS OF STUDENTS’ MISCONCEPTION ON THE
TOPIC OF HUMAN EXCRETORY SYSTEM IN GRADE XI
SMA NEGERI DISTRICT MEDAN KOTA
Carolina Savitry Hutagaol (ID Number : 4123141011)
ABSTRACT
The purpose of this study were to analysis the presence of misconception ,
concept that become misconception, percentage of concept that become
misconception and the source and cause of students’ misconception on the topic of
human excretory system in grade XI SMA Negeri District Medan Kota. This research
type was descriptive. The samples were 168 students from 2 SMA Negeri in District
Medan Kota. Data collected by using diagnostic test follow with open reasoning and
source of learning. The result show the students have misconception with concept
function of lungs as excretory organ was concept that highest become misconception
for students. Percentage of concept that become misconception was 100%. The
highest source and cause of misconception in this study was book/literature. The
author proposed the students to select the book/literature that use in study.
Keywords :misconception, diagnostic test, descriptive, human excretory system
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ACKNOWLEDGEMENT
Thanks to the Father which are in heaven 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 “Analysis of Students’ Misconception on The Topic of Human
Excretory System in Grade XI SMA Negeri District Medan Kota”.
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. Big thanks for Dra. Meida
Nugrahalia, M.Sc and Dr. Hasruddin, M.Pd because their help in validation my
instrument for research. Big thanks to Drs. Zulkifli Simatupang, M. Pd for gave me
his time to discuss about my study.
I also appreciate the contribution of the principles of SMA Negeri 5 Medan,
Drs. Harris H. Simamora, M.Si and SMA Negeri 10 Medan, Drs. H. Sufrizal
Tanjung, M.Si 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, mainly my parents, E. Hutagaol and R.
Sinambela. They the reason for me to never give up. Also thanks for all friends in
Bilingual Biology Education 2012, especially for Corry, Arny, Ruben, Murni,
Chandra, Letty, Mesra, Wita, Jeszicca,
for their information and their support.
Special thanks for Heri Sukamto Silaban who gave me motivation and support in all
condition.
Medan, 16 June 2016
Writer
Carolina Hutagaol
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TABLE OF CONTENTS
Page
Authentication Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Table of contents
v
List of Table
vii
List of Figure
viii
List of Appendix
ix
CHAPTER I INTRODUCTION
1
1.1.
Background
1
1.2.
Problem Identification
5
1.3.
Scopes of Research
5
1.4.
Problem Formulation
6
1.5.
Research Objective
6
1.6.
Research Significance
7
CHAPTER II THEORITICAL REVIEW
8
2.1. Theoretical Framework
8
2.1.1. Concept, Conception, Preconception, Misconception
8
2.1.2. The Source and Cause of Misconception
11
2.1.3. Identification of Misconception
15
2.1.4. Confront and Overcome Misconception
20
2.1.5. Misconception on Education Level
22
2.1.6. Misconception in The Field of Study
22
2.1.7. Misconception in Biology
23
2.1.8. Description of Material
23
2.1.9. Relevant Research
29
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2.2. Conceptual Framework
30
CHAPTER III RESEARCH METHOD
32
3.1. Research Time and Location
32
3.2. Population and Sample
32
3.2.1. Population
32
3.2.2. Sample
32
3.3. Research Design
33
3.4. Research Instrument
33
3.5. Research Procedure
36
3.6. Data Collection Technique
37
3.7. Data Analysis Technique
39
CHAPTER IV RESULT AND DISCUSSION
40
4.1. Result
4.1.1. Description
40
4.1.2. Analysis of Students’ Misconception of Each Sub-Concept
40
4.1.3. Analysis of Source and Cause of Students’ Misconception
4.2. Discussions
39
CHAPTER V CONCLUSION AND RECOMMENDATION
50
5.1. Conclusions
50
5.2. Recommendations
50
REFERENCES
46
Appendix
57
vii
LIST OF TABLE
Page
Table 3.1.
Number of student sample in school
Table 3.2.
Concepts in Human Excretory System That Have To Be
32
Achieved Based on The Indicator in Syllabus
33
Table 3.3.
Sub-concept from Each Question
35
Table 3.4.
Grading for Two-Dimensional Question
37
Table 3.5.
Grading in Certainty of Response Index (CRI)
38
Table 4.1.
Number of research sample in school
35
viii
LIST OF FIGURE
Page
Figure 2.1.
Examples of explicit and implicit confidence test
17
questions
Figure 2.2.
Grading scheme for two-dimensional test questions
Figure 2.3.
The six-point scale (0–5) used on Certainty Response
Index
Figure 2.4.
17
18
(CRI)
Decision matrix for an individual student and for a given
question. Based on combinations of correct or wrong
19
answer and of low or high CRI
Figure 2.5.
Conceptual Framework
Figure 3.1.
The six-point scale (0–5) used on Certainty Response
Index
Figure 3.2.
(CRI)
31
37
Decision matrix for an individual student and for a given
question. Based on combinations of correct or wrong
38
answer and of low or high CRI.
Figure 4.1.
Number of students who do not have misconceptions and
have misconceptions for each question from question
41
number 1-10
Figure 4.2.
Figure 4.3.
Number of students who do not have misconceptions and
have misconceptions for each question from question
number 11-20
41
Number of students who do not have misconceptions and
have misconceptions for each question from question
42
number 21-30
Figure 4.4.
Source of students misconceptions for each question
from number 1-10
Figure 4.5.
Source of students misconceptions for each question
43
44
from number 11-20
Figure 4.6.
Source of students misconceptions for each question
44
ix
from number 21-30
x
LIST OF APPENDIX
Page
Appendix 1 Syllabus
57
Appendix 2 Explanation about Concepts in Human Excretory System
59
Appendix 3
62
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Two-Dimension Tests Multiple Choice with Open
Reasoning
Score of Diagnostic Tests of Students Grade XI SMA
Negeri at District Medan Kota
Calculation of Students Number Who Do Not Have
Misconception and Have Misconception for Each SubConcept (Question)
Calculation of Source of Students’ Misconception for
Each Sub-Concept (question)
Picture of Research
77
85
86
87
CHAPTER I
INTRODUCTION
1.1.Background
In essence, the Natural Sciences is the science of natural phenomena, in
the form of facts, concepts, principles and laws, the truth has been tested and
achieved through the scientific method. According to Kara and Yesiyurt cited by
Yusnawati (2011) the objective learning of the Natural Science is to help students
develop an understanding of the concepts and know how to apply these concepts
in life. 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 that concept and connect with the other concept then
can explain the natural events around them (Winahyu, 2007). However, errors
often occur where the concept received incompatible with the actual concept. The
concepts that have peculiar interpretations and meanings in students’ articulations
that are not scientifically accurate called as misconceptions. According Suparno
(1997) misconception is the concept that incompatible with the concept that
recognized by the experts. In the literature (Tekkaya, 2002), misconceptions are
also referred as alternative conceptions (Arnaudin & Mintzes, 1985),
preconceptions (Ga1legos, Jerezano, & Flores, 1994), alternative frameworks
(Driver, 1981), erroneous ideas (Sanders, 1993), and children science (Gilbert,
Osbome & Fenshman, 1982).
In science education, students come to the formal learning environment
with various misconceptions. Daily used
misconceptions
in
textbooks,
and
phrases, intuitional learning,
teachers
explanations
could
cause
misconceptions in students minds (Tekkaya, 2002).Therefore, misconceptions can
occurs at the inside and outside of the school environment. Teachers and books
can be as the source of misconceptions in the school environment..According to
Hiller in Hewindati and Suryanto (2004), there is a close relationship between
quality of explanations and knowledge of teachers with student learning
achievement. Teacher who lack knowledge causes presentation of the subject
matter is not clear which will lead to the misconceptions. Duit (2007)
1
2
report his research that since 1980s the role of teachers conception in teaching and
learning science has been investigated. In the result of his research, show that
there are many teachers who have science concepts and teaching process which
do not fit with the scientific concept and often similar with students preinstructional conceptions. Not only the teachers, textbooks and student’s daily
experience also can causes misconceptions (Suparno, 2005).
Misconceptions are believed to negatively effect for students conceptual
development. Bodner (1986) indicated that misconceptions would be an obstacle
to constructing new knowledge regardless of the quality of teaching. These
existing ideas are often strongly held, resist to traditional teaching and form
coherent though mistaken conceptual structures (Driver and Easley, 1978). It
won’t be easy to change or to remove the misconceptions (Sahin, 2008).Osborne,
Bell and Gilbert in Tüysüz (2009) stated that students often misinterpret, modify
or reject scientific viewpoints on the basis of the way they really think about how
and why things behave, so it is not surprising that the research showed that
students may persist almost totally with their existing views.
According to Driver et al. (1994), among many other misconceptions, a
number of biology misconceptions held by secondary students. Students bring
their preconceptions to class in science education. Students 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. 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 (Osborne et al., 1983). Students maybe do well in a test
but not change their original ideas even these ideas are in conflict with the
scientific concepts they were taught. Duit and Treagust (1995) attributed this to
students being satisfied with their own conceptions and therefore seeing little
value in the new concepts.
A major theme of science education research throughout the past three
decades has been students’ misconceptions of scientific phenomenon. In July,
3
1987, an international seminar on misconceptions in science and mathematics was
held at Cornell University. Based on result of the International Seminar on
Misconceptions in Science and Mathematics
(Novak, 1987) found that
misconceptions about science concepts experienced by students in various country
from the students in elementary school till the college student in University.
Misconceptions itself can occur in every field of sciences, such as astronomy,
chemistry, physics, and biology (Yusnawati, 2011).Especially in biology, research
about misconceptions has been done. Some of the subject matter that ever discuss
in research such as cell, photosynthesis, respiration in plants, respiration in
human, vertebrate and invertebrate, diffusion and osmosis, excretion, nervous
system, evolution, animal classification, circulatory system, genetic, and ecology
(Panggabean, 2011).
Misconceptions that occur in one topic or matter in biology can be an
obstacle to understanding the other biology topic. Many concepts in biology are
interrelated and they are
keys to understanding the other concepts, so that
misconceptions on one concept lead to misconceptions on the other concept. For
example, without understanding of photosynthesis, the concepts of food chain and
food web are meaningless to students. However, before photosynthesis, students
must understand the distinction between producers and consumers, as well as
organic and inorganic molecules (Tekkaya, 2002). The other example, concept of
excretion system and respiratory system would be difficult to understand if we
don’t understand the concept of the circulatory system. Mostly misconception
occur caused by biological concepts that are abstract. Dikmenli (2010) stated that
students have difficulty in understanding the concept of cell division, mainly
associated with meiosis rather than mitosis caused concept that are abstract,
causes student confuse about stage of cell division and what happened in this
stage.
The concept of excretion is fundamental to the secondary biology
curriculum and is usually introduced to students at a very early stage of the course
when teaching about the characteristics of living organisms while the mechanisms
of excretion are elaborated at a later stage (Chan, Chu, & Kong, 1994; Pang, 1993
4
in Din-Yan 1998). According Din-Yan (1998) students in Hong Kong show
misconception in the concept of excretion. In his research, showed that most
students did not view exhalation as an excretory process. One possible reason is
that many students were not able to relate the removal of carbon dioxide during
exhalation to an excretory role, as exhalation was learned in the context of
ventilation and not linked with excretion. These students wrongly considered the
undigested waste as an excretory product. The idea of metabolic waste is a
difficult and abstract concept for the average student and is not well understood
even after formal instruction. A smaller but significant proportion of the students
considered wrongly that the release of saliva was an excretory process. This
indicates that some students tend to consider that secretions made by the body
usually contains some unwanted materials, which does not hold true for saliva.
This reflects some confusion about the nature and roles of secretion and excretion
in biological processes. It is interesting to note that this conceptual problem was
shown by students of all ranks to a similar extent, which means that even some of
the high ability students had difficulties in distinguishing the two processes. From
the observation with biology teachers in SMA Negeri at District Medan Kota,
indicates the biological misconceptions in students. The teachers say that students
grade XI are often not clear in outlining the concept and give examples. Also from
observation, students show misconception about human excretory system.
Students do wrong in apply the meaning of excretion, in other words, student do
wrong in distinguish which can classified into the excretion process. For example,
students view CO2 just as the result of respiration, not related with the excretion
process. Another example, students doesn’t look the liver related to the excretory
system, more to the digestive system. Students look the bile just as secretion
process, not excretion process.
Based on the background that has been submitted, we can get illustration
where the misconceptions have a negative effect on learning outcomes. Therefore,
misconceptions must be corrected. Before misconceptions can be corrected, we
need to identify the misconceptions. As the first step, researcher want to identify
whether misconception on the topic of excretory system also happens to the
5
students of SMA Negeri in Medan academic year 2015/2016.In an effort to
identify the presence of misconceptions on the topic of excretory system at the
students of SMA Negeri in Medan, researcher want to conduct research about
Analysis of Students’ Misconception on The Topic of Human Excretory System
in Grade XI SMA Negeri District Medan Kota.
1.2.Problem Identification
Based on the background described above, problems can be identified as
follows :
1. There are misconceptions in understanding the concept of human
excretory system.
2. Misconceptions occur in understanding definition, relation and
application of concept.
3. Resource of misconception can come from personal experience, language,
visual representation, teaching methods, and lag of information causes old
concept doesn’t renewed.
4. Misconceptions give harmful effects due to give understanding that less
accurate even an error occurs between the right and wrong concepts.
5. Misconceptions may occur as a result of the biological concepts are
abstract and difficult to understand.
1.3. Scopes of Research
Based on the problem identification and in order to keep this research
more focused and directed, research limited as follows:
1. Identification misconception on the topic of human excretory system in
students of grade XI SMA Negeri at District Medan Kota academic year
2015/2016.
2. Identification which concept in human excretory system that become
misconception for students grade XI in SMA Negeri at District Medan
Kota academic year 2015/2016.
6
3. Identification percentage of the concept on the topic of human excretory
system that become misconception for students of grade XI SMA Negeri
at District Medan Kota academic year 2015/2016.
4. Identification source and cause of misconception on the topic of human
excretory system for students of grade XI SMA Negeri at District Medan
Kota academic year 2015/2016
1.4. Problem Formulation
Based on the background described, problems can be formulated as
follows :
1. Is there misconception on the topic of human excretory system in students
of grade XI SMA Negeri at District Medan Kota academic year
2015/2016?
2. Which concept on the topic human excretory system that become
misconception for students grade XI in SMA Negeri at District Medan
Kota academic year 2015/2016?
3. How many
percentage of the concept on the topic human excretory
system that become misconception for students of grade XI SMA Negeri
at District Medan Kota academic year 2015/2016?
4. What the source and cause of misconception on the topic of human
excretory system for students of grade XI SMA Negeri at District Medan
Kota academic year 2015/2016?
1.5. Research Objective
The objective of this research are :
1. To identify whether there is misconception on the topic of human
excretory system in students of grade XI SMA Negeri at District Medan
Kota academic year 2015/2016
2. To identify which concept on the topic human excretory system that
become misconception for students of grade XI SMA Negeri at District
Medan Kota academic year 2015/2016
7
3. To identify percentage of the concept on the topic human excretory system
that become misconception for students of grade XI SMA Negeri at
District Medan Kota academic year 2015/2016.
4. To identify source and cause of misconception on the topic of human
excretory system for students of grade XI SMA Negeri at District Medan
Kota academic year 2015/2016
1.6. Research Significance
The results of this research will provide benefits, namely:
1. Theoretically, the result of this research expected to be able to add
information in education about misconception problem in biology learning
then can use to change misconception in students of Senior High School.
Furthermore, the result of this research hopefully can be used as reference
for the further research that discuss same discussion with this research.
2. Practically, the result of this research hopefully can
add insight and
knowledge for the teachers, educational institutions, and other researcher
who wants to know the problems of learning in biology associated with
misconceptions.
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusions
Based on the result and discussions, can be concluded that:
1. The students in Grade XI SMA Negeri District Medan Kota have
misconception on the topic of Human Excretory System
2. All the concept on the topic of human excretory system become
misconception for the students.
3. From the result, 100% concept on the topic of human excretory system
become misconception for the students in Grade XI SMA Negeri District
Medan Kota
4. Book/literature as highest source and cause of students’ misconception.
5.2. Recommendation
Several suggestion based on the result of research:
1. Minimize the misconception in the concept that high in students
misconception.
2. Do selection of book or literature that used in study.
50
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TOPIC OF HUMAN EXCRETORY SYSTEM IN GRADE XI
SMA NEGERI DISTRICT MEDAN KOTA
By:
Carolina Savitry Hutagaol
4123141011
Biology Billingual Education
SKRIPSI
THESIS
Submitted to Fulfill the Requirement for The Degree of
Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
UNIVERSITAS NEGERI MEDAN
MEDAN
2016
i
ii
BIOGRAPHY
Carolina Savitry Hutagaol was born on April, 12th 1994 in Medan, North
Sumatera. She is the last child from three children of E. Hutagaol dan R. Sinambela.
She was study in TK St. Antonius Medan and continue her study in SD St. Antonius V
Medan. In 2006, she was study in SMP Negeri 6 Medan and continue her study in SMA
Negeri 5 Medan in 2009. In 2012, she was accepted in Biology Education Study
Program of Mathematic and Natural Science Faculty in State University of Medan.
iii
ANALYSIS OF STUDENTS’ MISCONCEPTION ON THE
TOPIC OF HUMAN EXCRETORY SYSTEM IN GRADE XI
SMA NEGERI DISTRICT MEDAN KOTA
Carolina Savitry Hutagaol (ID Number : 4123141011)
ABSTRACT
The purpose of this study were to analysis the presence of misconception ,
concept that become misconception, percentage of concept that become
misconception and the source and cause of students’ misconception on the topic of
human excretory system in grade XI SMA Negeri District Medan Kota. This research
type was descriptive. The samples were 168 students from 2 SMA Negeri in District
Medan Kota. Data collected by using diagnostic test follow with open reasoning and
source of learning. The result show the students have misconception with concept
function of lungs as excretory organ was concept that highest become misconception
for students. Percentage of concept that become misconception was 100%. The
highest source and cause of misconception in this study was book/literature. The
author proposed the students to select the book/literature that use in study.
Keywords :misconception, diagnostic test, descriptive, human excretory system
iv
ACKNOWLEDGEMENT
Thanks to the Father which are in heaven 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 “Analysis of Students’ Misconception on The Topic of Human
Excretory System in Grade XI SMA Negeri District Medan Kota”.
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. Big thanks for Dra. Meida
Nugrahalia, M.Sc and Dr. Hasruddin, M.Pd because their help in validation my
instrument for research. Big thanks to Drs. Zulkifli Simatupang, M. Pd for gave me
his time to discuss about my study.
I also appreciate the contribution of the principles of SMA Negeri 5 Medan,
Drs. Harris H. Simamora, M.Si and SMA Negeri 10 Medan, Drs. H. Sufrizal
Tanjung, M.Si 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, mainly my parents, E. Hutagaol and R.
Sinambela. They the reason for me to never give up. Also thanks for all friends in
Bilingual Biology Education 2012, especially for Corry, Arny, Ruben, Murni,
Chandra, Letty, Mesra, Wita, Jeszicca,
for their information and their support.
Special thanks for Heri Sukamto Silaban who gave me motivation and support in all
condition.
Medan, 16 June 2016
Writer
Carolina Hutagaol
v
TABLE OF CONTENTS
Page
Authentication Sheet
i
Biography
ii
Abstract
iii
Acknowledgement
iv
Table of contents
v
List of Table
vii
List of Figure
viii
List of Appendix
ix
CHAPTER I INTRODUCTION
1
1.1.
Background
1
1.2.
Problem Identification
5
1.3.
Scopes of Research
5
1.4.
Problem Formulation
6
1.5.
Research Objective
6
1.6.
Research Significance
7
CHAPTER II THEORITICAL REVIEW
8
2.1. Theoretical Framework
8
2.1.1. Concept, Conception, Preconception, Misconception
8
2.1.2. The Source and Cause of Misconception
11
2.1.3. Identification of Misconception
15
2.1.4. Confront and Overcome Misconception
20
2.1.5. Misconception on Education Level
22
2.1.6. Misconception in The Field of Study
22
2.1.7. Misconception in Biology
23
2.1.8. Description of Material
23
2.1.9. Relevant Research
29
vi
2.2. Conceptual Framework
30
CHAPTER III RESEARCH METHOD
32
3.1. Research Time and Location
32
3.2. Population and Sample
32
3.2.1. Population
32
3.2.2. Sample
32
3.3. Research Design
33
3.4. Research Instrument
33
3.5. Research Procedure
36
3.6. Data Collection Technique
37
3.7. Data Analysis Technique
39
CHAPTER IV RESULT AND DISCUSSION
40
4.1. Result
4.1.1. Description
40
4.1.2. Analysis of Students’ Misconception of Each Sub-Concept
40
4.1.3. Analysis of Source and Cause of Students’ Misconception
4.2. Discussions
39
CHAPTER V CONCLUSION AND RECOMMENDATION
50
5.1. Conclusions
50
5.2. Recommendations
50
REFERENCES
46
Appendix
57
vii
LIST OF TABLE
Page
Table 3.1.
Number of student sample in school
Table 3.2.
Concepts in Human Excretory System That Have To Be
32
Achieved Based on The Indicator in Syllabus
33
Table 3.3.
Sub-concept from Each Question
35
Table 3.4.
Grading for Two-Dimensional Question
37
Table 3.5.
Grading in Certainty of Response Index (CRI)
38
Table 4.1.
Number of research sample in school
35
viii
LIST OF FIGURE
Page
Figure 2.1.
Examples of explicit and implicit confidence test
17
questions
Figure 2.2.
Grading scheme for two-dimensional test questions
Figure 2.3.
The six-point scale (0–5) used on Certainty Response
Index
Figure 2.4.
17
18
(CRI)
Decision matrix for an individual student and for a given
question. Based on combinations of correct or wrong
19
answer and of low or high CRI
Figure 2.5.
Conceptual Framework
Figure 3.1.
The six-point scale (0–5) used on Certainty Response
Index
Figure 3.2.
(CRI)
31
37
Decision matrix for an individual student and for a given
question. Based on combinations of correct or wrong
38
answer and of low or high CRI.
Figure 4.1.
Number of students who do not have misconceptions and
have misconceptions for each question from question
41
number 1-10
Figure 4.2.
Figure 4.3.
Number of students who do not have misconceptions and
have misconceptions for each question from question
number 11-20
41
Number of students who do not have misconceptions and
have misconceptions for each question from question
42
number 21-30
Figure 4.4.
Source of students misconceptions for each question
from number 1-10
Figure 4.5.
Source of students misconceptions for each question
43
44
from number 11-20
Figure 4.6.
Source of students misconceptions for each question
44
ix
from number 21-30
x
LIST OF APPENDIX
Page
Appendix 1 Syllabus
57
Appendix 2 Explanation about Concepts in Human Excretory System
59
Appendix 3
62
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Two-Dimension Tests Multiple Choice with Open
Reasoning
Score of Diagnostic Tests of Students Grade XI SMA
Negeri at District Medan Kota
Calculation of Students Number Who Do Not Have
Misconception and Have Misconception for Each SubConcept (Question)
Calculation of Source of Students’ Misconception for
Each Sub-Concept (question)
Picture of Research
77
85
86
87
CHAPTER I
INTRODUCTION
1.1.Background
In essence, the Natural Sciences is the science of natural phenomena, in
the form of facts, concepts, principles and laws, the truth has been tested and
achieved through the scientific method. According to Kara and Yesiyurt cited by
Yusnawati (2011) the objective learning of the Natural Science is to help students
develop an understanding of the concepts and know how to apply these concepts
in life. 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 that concept and connect with the other concept then
can explain the natural events around them (Winahyu, 2007). However, errors
often occur where the concept received incompatible with the actual concept. The
concepts that have peculiar interpretations and meanings in students’ articulations
that are not scientifically accurate called as misconceptions. According Suparno
(1997) misconception is the concept that incompatible with the concept that
recognized by the experts. In the literature (Tekkaya, 2002), misconceptions are
also referred as alternative conceptions (Arnaudin & Mintzes, 1985),
preconceptions (Ga1legos, Jerezano, & Flores, 1994), alternative frameworks
(Driver, 1981), erroneous ideas (Sanders, 1993), and children science (Gilbert,
Osbome & Fenshman, 1982).
In science education, students come to the formal learning environment
with various misconceptions. Daily used
misconceptions
in
textbooks,
and
phrases, intuitional learning,
teachers
explanations
could
cause
misconceptions in students minds (Tekkaya, 2002).Therefore, misconceptions can
occurs at the inside and outside of the school environment. Teachers and books
can be as the source of misconceptions in the school environment..According to
Hiller in Hewindati and Suryanto (2004), there is a close relationship between
quality of explanations and knowledge of teachers with student learning
achievement. Teacher who lack knowledge causes presentation of the subject
matter is not clear which will lead to the misconceptions. Duit (2007)
1
2
report his research that since 1980s the role of teachers conception in teaching and
learning science has been investigated. In the result of his research, show that
there are many teachers who have science concepts and teaching process which
do not fit with the scientific concept and often similar with students preinstructional conceptions. Not only the teachers, textbooks and student’s daily
experience also can causes misconceptions (Suparno, 2005).
Misconceptions are believed to negatively effect for students conceptual
development. Bodner (1986) indicated that misconceptions would be an obstacle
to constructing new knowledge regardless of the quality of teaching. These
existing ideas are often strongly held, resist to traditional teaching and form
coherent though mistaken conceptual structures (Driver and Easley, 1978). It
won’t be easy to change or to remove the misconceptions (Sahin, 2008).Osborne,
Bell and Gilbert in Tüysüz (2009) stated that students often misinterpret, modify
or reject scientific viewpoints on the basis of the way they really think about how
and why things behave, so it is not surprising that the research showed that
students may persist almost totally with their existing views.
According to Driver et al. (1994), among many other misconceptions, a
number of biology misconceptions held by secondary students. Students bring
their preconceptions to class in science education. Students 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. 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 (Osborne et al., 1983). Students maybe do well in a test
but not change their original ideas even these ideas are in conflict with the
scientific concepts they were taught. Duit and Treagust (1995) attributed this to
students being satisfied with their own conceptions and therefore seeing little
value in the new concepts.
A major theme of science education research throughout the past three
decades has been students’ misconceptions of scientific phenomenon. In July,
3
1987, an international seminar on misconceptions in science and mathematics was
held at Cornell University. Based on result of the International Seminar on
Misconceptions in Science and Mathematics
(Novak, 1987) found that
misconceptions about science concepts experienced by students in various country
from the students in elementary school till the college student in University.
Misconceptions itself can occur in every field of sciences, such as astronomy,
chemistry, physics, and biology (Yusnawati, 2011).Especially in biology, research
about misconceptions has been done. Some of the subject matter that ever discuss
in research such as cell, photosynthesis, respiration in plants, respiration in
human, vertebrate and invertebrate, diffusion and osmosis, excretion, nervous
system, evolution, animal classification, circulatory system, genetic, and ecology
(Panggabean, 2011).
Misconceptions that occur in one topic or matter in biology can be an
obstacle to understanding the other biology topic. Many concepts in biology are
interrelated and they are
keys to understanding the other concepts, so that
misconceptions on one concept lead to misconceptions on the other concept. For
example, without understanding of photosynthesis, the concepts of food chain and
food web are meaningless to students. However, before photosynthesis, students
must understand the distinction between producers and consumers, as well as
organic and inorganic molecules (Tekkaya, 2002). The other example, concept of
excretion system and respiratory system would be difficult to understand if we
don’t understand the concept of the circulatory system. Mostly misconception
occur caused by biological concepts that are abstract. Dikmenli (2010) stated that
students have difficulty in understanding the concept of cell division, mainly
associated with meiosis rather than mitosis caused concept that are abstract,
causes student confuse about stage of cell division and what happened in this
stage.
The concept of excretion is fundamental to the secondary biology
curriculum and is usually introduced to students at a very early stage of the course
when teaching about the characteristics of living organisms while the mechanisms
of excretion are elaborated at a later stage (Chan, Chu, & Kong, 1994; Pang, 1993
4
in Din-Yan 1998). According Din-Yan (1998) students in Hong Kong show
misconception in the concept of excretion. In his research, showed that most
students did not view exhalation as an excretory process. One possible reason is
that many students were not able to relate the removal of carbon dioxide during
exhalation to an excretory role, as exhalation was learned in the context of
ventilation and not linked with excretion. These students wrongly considered the
undigested waste as an excretory product. The idea of metabolic waste is a
difficult and abstract concept for the average student and is not well understood
even after formal instruction. A smaller but significant proportion of the students
considered wrongly that the release of saliva was an excretory process. This
indicates that some students tend to consider that secretions made by the body
usually contains some unwanted materials, which does not hold true for saliva.
This reflects some confusion about the nature and roles of secretion and excretion
in biological processes. It is interesting to note that this conceptual problem was
shown by students of all ranks to a similar extent, which means that even some of
the high ability students had difficulties in distinguishing the two processes. From
the observation with biology teachers in SMA Negeri at District Medan Kota,
indicates the biological misconceptions in students. The teachers say that students
grade XI are often not clear in outlining the concept and give examples. Also from
observation, students show misconception about human excretory system.
Students do wrong in apply the meaning of excretion, in other words, student do
wrong in distinguish which can classified into the excretion process. For example,
students view CO2 just as the result of respiration, not related with the excretion
process. Another example, students doesn’t look the liver related to the excretory
system, more to the digestive system. Students look the bile just as secretion
process, not excretion process.
Based on the background that has been submitted, we can get illustration
where the misconceptions have a negative effect on learning outcomes. Therefore,
misconceptions must be corrected. Before misconceptions can be corrected, we
need to identify the misconceptions. As the first step, researcher want to identify
whether misconception on the topic of excretory system also happens to the
5
students of SMA Negeri in Medan academic year 2015/2016.In an effort to
identify the presence of misconceptions on the topic of excretory system at the
students of SMA Negeri in Medan, researcher want to conduct research about
Analysis of Students’ Misconception on The Topic of Human Excretory System
in Grade XI SMA Negeri District Medan Kota.
1.2.Problem Identification
Based on the background described above, problems can be identified as
follows :
1. There are misconceptions in understanding the concept of human
excretory system.
2. Misconceptions occur in understanding definition, relation and
application of concept.
3. Resource of misconception can come from personal experience, language,
visual representation, teaching methods, and lag of information causes old
concept doesn’t renewed.
4. Misconceptions give harmful effects due to give understanding that less
accurate even an error occurs between the right and wrong concepts.
5. Misconceptions may occur as a result of the biological concepts are
abstract and difficult to understand.
1.3. Scopes of Research
Based on the problem identification and in order to keep this research
more focused and directed, research limited as follows:
1. Identification misconception on the topic of human excretory system in
students of grade XI SMA Negeri at District Medan Kota academic year
2015/2016.
2. Identification which concept in human excretory system that become
misconception for students grade XI in SMA Negeri at District Medan
Kota academic year 2015/2016.
6
3. Identification percentage of the concept on the topic of human excretory
system that become misconception for students of grade XI SMA Negeri
at District Medan Kota academic year 2015/2016.
4. Identification source and cause of misconception on the topic of human
excretory system for students of grade XI SMA Negeri at District Medan
Kota academic year 2015/2016
1.4. Problem Formulation
Based on the background described, problems can be formulated as
follows :
1. Is there misconception on the topic of human excretory system in students
of grade XI SMA Negeri at District Medan Kota academic year
2015/2016?
2. Which concept on the topic human excretory system that become
misconception for students grade XI in SMA Negeri at District Medan
Kota academic year 2015/2016?
3. How many
percentage of the concept on the topic human excretory
system that become misconception for students of grade XI SMA Negeri
at District Medan Kota academic year 2015/2016?
4. What the source and cause of misconception on the topic of human
excretory system for students of grade XI SMA Negeri at District Medan
Kota academic year 2015/2016?
1.5. Research Objective
The objective of this research are :
1. To identify whether there is misconception on the topic of human
excretory system in students of grade XI SMA Negeri at District Medan
Kota academic year 2015/2016
2. To identify which concept on the topic human excretory system that
become misconception for students of grade XI SMA Negeri at District
Medan Kota academic year 2015/2016
7
3. To identify percentage of the concept on the topic human excretory system
that become misconception for students of grade XI SMA Negeri at
District Medan Kota academic year 2015/2016.
4. To identify source and cause of misconception on the topic of human
excretory system for students of grade XI SMA Negeri at District Medan
Kota academic year 2015/2016
1.6. Research Significance
The results of this research will provide benefits, namely:
1. Theoretically, the result of this research expected to be able to add
information in education about misconception problem in biology learning
then can use to change misconception in students of Senior High School.
Furthermore, the result of this research hopefully can be used as reference
for the further research that discuss same discussion with this research.
2. Practically, the result of this research hopefully can
add insight and
knowledge for the teachers, educational institutions, and other researcher
who wants to know the problems of learning in biology associated with
misconceptions.
CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1. Conclusions
Based on the result and discussions, can be concluded that:
1. The students in Grade XI SMA Negeri District Medan Kota have
misconception on the topic of Human Excretory System
2. All the concept on the topic of human excretory system become
misconception for the students.
3. From the result, 100% concept on the topic of human excretory system
become misconception for the students in Grade XI SMA Negeri District
Medan Kota
4. Book/literature as highest source and cause of students’ misconception.
5.2. Recommendation
Several suggestion based on the result of research:
1. Minimize the misconception in the concept that high in students
misconception.
2. Do selection of book or literature that used in study.
50
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