ANALYZING OF STUDENTS MISCONCEPTIONS ON SALT HYDROLYSIS CHEMSITRY AT SENIOR HIGH SCHOOLS IN PADANGSIDEMPUAN.
ANALYZING OF STUDENTS’ MISCONCEPTIONS ON
SALT HYDROLYSIS CHEMISTRY AT SENIOR
HIGH SCHOOLS IN PADANGSIDEMPUAN
By:
Yeni Riska Putri
Reg. Number : 409332032
Bilingual Chemistry Education Study Program
A THESIS
Submitted in Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
JURUSAN KIMIA
FAKULTAS MATEMATIKA DAN ILMU PENGETAHUAN ALAM
UNIVERSITAS NEGERI MEDAN
MEDAN
2014
ANALYZING OF STUDENTS’ MISCONCEPTIONS ON SALT HYDROLYSIS
CHEMSITRY AT SENIOR HIGH SCHOOLS IN PADANGSIDEMPUAN
ABSTRACT
Students’ misconceptions on learning of salt hydrolysis chemistry at senior high
school in Padangsidempuan were investigated in this study. In this study involved 165 of
students in grade 11th from six different schools in Padangsidempuan, namely SMAN 2
Padangsidempuan, SMAS Kesuma Indah Padangsidempuan, SMAN 4 Padangsidempuan,
SMAS Muhammadiyah Padangsidempuan, SMAN 3 Padangsidempuan, and SMAS
Karya Baru Padangsidempuan. Students’ misconceptions were identified by giving a
valid test developed by researcher to students in form of Salt Hydrolysis Chemistry
Misconceptions Test that containing 20 open-ended multiple choices. The data collected
in this study were students’ responses in form of students’ choices from available options,
where in options consist the reasons. The data of students‘ choices and reasons obtained
were processed and converted into students‘ achievement and understanding,
respectively. The data of students’ understanding obtained from students’ responses were
categorized based on the degree of understanding. The data of students’ misconceptions
from five main concepts that investigated in salt hydrolysis chemistry topic including salt
hydrolysis definition concept (26.06%), formation of salt hydrolysis concept (27.07%),
determining the pH of salt hydrolysis concept (23.54%), the relation between Kh with Kw,
Ka, and Kb concepts (29.72%), and salt hydrolysis in daily life concepts (25.76%). From
the five concept in hydrolysis that analyze by Salt Hydrolysis Chemistry Misconceptions
Test know that most of students have misconceptions in the relation between Kh with Kw,
Ka, and Kb concepts and the determining of the pH of salt solution. The study also
revealed three main students‘ problems in understanding salt hydrolysis chemistry
namely fragmentation of students‘ understanding, problems with symbols and
mathematical formula, and problems in generalization. The results of analysis in students‘
misconception could be used as references for chemistry teachers for identifying students‘
misconception in classroom. Considering the importance of students‘ misconception data,
it was recommended to investigate the source of students‘ misconceptions.
ACKNOWLEDMENT
First of all I would like to devote his greatest thankfulness to the Almighty
Allah SWT, He is the Most Gracious and The Most Merciful for His blessing,
guidance, strength, health and His favor which have been given so that I could
finally finish this thesis entitled : Analyzing of Students’ Misconceptions on
Salt Hydrolysis Chemistry at Senior High School in Padangsidempuan.
In this opportunity, I would like to express my gratitude to my thesis
supervisor, Dr. Zainuddin Muchtar, M.Si., for giving me his guidance, support,
and chance in doing this research. I also thank to Prof. Dr. Ramlan Silaban, M.Si.,
Dr. Mahmud, M.Sc., and Dra. Ani Sutiani, M. Si., as my examiners for their
advices, suggestions, guidance, and constructive critics in the process of
completing this thesis.
I also like to say thanks to for Dr. Retno Dwi Suyanti, M. Si. as my
instrument valuators for her times and suggestion in development of my research
instrument, for Prof. Motlan Sirait, M.Sc., Ph.D., as the dean of Mathematics and
Natural Sciences Faculty, Prof. Dr. rer. nat. Binari Manurung, M. Si.,
as
coordinator of Bilingual Program, Drs. Jamalum Purba, M.Si. as the head of
Chemistry Department, and Prof. Drs. Manihar Situmorang, M.Sc., Ph.D. as my
academic supervisor for all their help in completing my study and this thesis. The
work was also made possible through Student Grant from Research Institute, State
University of Medan.
I give special gratitude for my beloved mother, Rosmiati Harahap and
father, (Alm) M. Idris and also for my brothers; Riswandy Syahputra, Doly
Kurniawan, and Wiwin Destree Anggi. No other could replace all of your love for
me.
Many colleagues have also been an integral part of my thesis. Those are
my team in Student Grant for their help in doing this research. To my beloved
friend Mr. A, thank you for everything and your support for me. My other friends
and colleagues, firstly at Bilingual Chemistry Education ‘09 class especially for
my beloved friend Siti Rahma, thank you for sharing everything, Sari, Ika, Lia,
Irna, Fitri and Dayat, and more latterly in Teaching Experience Program in
School, I love them. I also say thanks to my friend in IAIN SU; Especially for
Wilda Lestari Cliquers, you are my great Friend, also addresed to Adit, Omak,
Maya, Iin and other in there. Thanks are also addressed to SMA Negeri 2, SMA
Negeri 4, SMA Negeri 3, SMA S Kesuma Indah, SMA S Muhammadiyah and
SMA S Karya Baru Padangsidempuan that give me time to done my research in
their school, the last for SMA Negeri 2 Kisaran students as placed of my teaching
experience. They are always in my mind. Thank you all.
I have attempted as maximal as I can in doing this thesis. However, in my
humble heart the writer hope construct suggestions and critics from the reader for
the perfection of this thesis. The writer hopes this thesis can be useful and gives
many function to the readers knowledge especially about subject matter which is
researched in this thesis.
Medan, Januari 2014
The Writer,
Yeni Riska Putri
Reg.Number 409332032
CONTENT
LEGALIZATION PAGE
i
BIOGRAPHY
ii
ABSTRACT
iii
ACKNOWLEDMENT
iv
LIST OF CONTENT
vi
TABLE LIST
ix
FIGURE LIST
xii
APPENDIX LIST
xiii
CHAPTER I INTRODUCTION
1
1.1 The Backgroung of Study
1
1.2 The Problem Identifications
4
1.3 Scope of The Research
4
1.4 Problem Statements
4
1.5 Research Objective
5
1.6 Research Significances
5
CHAPTER II LITERATURE STUDY
6
2.1 Concept, Conception and Preconception
6
2.2 Misconception
7
2.3 Classification of Misconception
10
2.4 The Cause of Misconception
12
2.4.1 Students
12
2.4.2 Teacher
13
2.4.3 Textbook
14
2.4.4 Teaching Methods
14
2.4.5 Context
15
2.5 The Concept of Salt Hydrolysis
2.5.1 Formation of Salt Hydrolysis
15
17
2.5.1.1 Salts from Strong Acid and Strong Bases
17
2.5.1.2 Salts from Weak Acid and Strong Bases
18
2.5.1.3 Salts from Strong Acid and Weak Bases
18
2.5.1.4 Salts from Weak Acid and Weak Bases
18
2.5.2 Determining the pH of Salt Solution
19
2.5.2.1 Salts of Strong Acid and Weak Bases
20
2.5.2.2 Salts of Weak Acid and Strong Bases
21
2.5.2.3 Salts of Weak Acid and Weak Bases
22
2.5.3 The Relation Between Kh with Kw, Ka and Kb
23
2.5.3.1 Salts of Strong Acid and Weak Bases
23
2.5.3.2 Salts of Weak Acid and Strong Bases
24
2.5.3.3 Salts of Weak Acid and Weak Bases
25
2.5.4 Salt Hydrolysis in Daily Life
25
CHAPTER III RESEARCH METHODS
27
3.1 Overview of the Research
27
3.2 Research Location and Research Objects
28
3.3 Population and Sample
28
3.4 Research Instrument
29
3.5 Technique of the Data Collection
30
3.6 Technique of the Data Analysis
30
CHAPTER IV RESULT AND DISCUSSION
32
4.1 Description Result
32
4.2 Students’ Achievement
32
4.3 Students’ Understanding
33
4.3.1 Salt Hydrolysis Defition
34
4.3.2 Formation of Salt Hydrolysis
36
4.3.3 Determining the pH of Salt Solution
39
4.3.4 The Relation between Kh with Kw, Ka, and Kb
45
4.3.5 Application of Salt Hydrolysis in Daily Life
51
4.4 Discussion
56
CHAPTER V CONCLUSIONS AND SUGGESTIONS
58
5.1 Conclusions
58
5.2 Suggestions
59
REFERENCES
60
TABLE LIST
Table 2.1 The Grouping Degree of Comprehension Concept
9
Table 2.2 Kinds of Misconception
10
Table 2.3 Property of Salt Hydrolysis
17
Table 3.1 The Description of Population and Sample in Senior High School that
Selected as Sample in the Study For Analyzing of Students
Misconception on Salt Hydrolysis Chemistry ay Senior High School
in Padangsidimpuan
29
Table 4.1 The Average of Students’ Achievements
32
Table 4.2 Grouping Criteria based on students’ achievement for each school
33
Table 4.3 Number of students for aech group based on students’ acievement
33
Table 4.4 Question 4 and its answer in SHCMT
35
Table 4.5 Percentage of students’ responses for question number 4 in SHCMT 36
Table 4.6 Question 2 and its answer in SHCMT
37
Table 4.7 Percentage of students’ responses for question number 2 in SHCMT 38
Table 4.8. Question 5 and its answer in SHCMT
38
Table 4.9 Percentage of students’ responses for question number 5 in SHCMT 39
Table 4.10 Question 8 and its answer in SHCMT
40
Table 4.11 Percentage of students’ responses for question number 8 in
SHCMT
Table 4.12 Question 10 and its answer in SHCMT
41
42
Table 4.13 Percentage of students’ responses for question number 10 in
SHCMT
Table 4.14 Qusetion 17 and its answer in SHCMT
43
44
Table 4.15 Percentage of students’ responses for question number 17 in
SHCMT
Table 4.16 Question 6 and its answer in SHCMT
45
46
Table 4.17 Percentage of students’ responses for question number 6 in
SHCMT
Table 4.18 Question 19 and its answer in SHCMT
47
48
Table 4.19 Percentage of students’ responses for question number 19
in SHCMT
Table 4.20 Question 20 and its answer in SHCMT
49
50
Table 4.21 Percentage of students’ responses for question number 20
in SHCMT
Table 4.22 Qusetion 12 and its answer in SHCMT
51
52
Table 4.23 Percentage of students’ responses for question number 12
in SHCMT
53
Table 4.24 The Frequency of correct response to Salt Hydrolysis
Chemistry Misconception Test
Table 4.25 Percentage of Students Misconceptions
53
54
Table 4.26 Common Misconceptions of Salt Hydrolysis held by
Senior High School Students Grade XI (n=165)
55
APPENDIX LIST
Appendix 1 Concept analysis of chemistry for Senior High School
Eleventh Grade Matter : Salt Hydrolysis
64
Appendix 2 The lattice of problems Salt Hydrolysis Chemistry
67
Appendix 3 Salt Hydrolysis Chemistry Misconception Test Before Validation 68
Appendix 4 Salt Hydrolysis Chemistry Misconception Test After Validation
74
Appendix 5 Key Answer of Salt Hydrolysis Chemistry Misconception Test
80
Appendix 6 Teachers’ Data Form
81
Appendix 7 Data of Students’ Achievement in School A
82
Appendix 8 Data of Students’ Achievement in School B
83
Appendix 9 Data of Students’ Achievement in School C
84
Appendix 10 Data of Students’ Achievement in School D
85
Appendix 11 Data of Students’ Achievement in School E
86
Appendix 12 Data of Students’ Achievement in School F
87
Appendix 13 The Percentage of Students’ Responses
88
Appendix 14 Table of Learning Source in each Senior High School
89
Appendix 15 Documentations90
CHAPTER I
INTRODUCTION
1.1 The Background of Study
Basically the development and progress of a nation is influenced by the
quality of education of the nation itself. Education is a strategic tool and a vehicle
for human resource development. Therefore, education should receive serious
attention and handling. On the other hand the manager of education has taken
great care to increase the quality of education to improve student achievement by
optimizing the educational resources available.
One of the main factors that determine the quality of education of a nation
is a teacher. Current assignment and the teacher's role is getting harder, along with
the development of science and technology. Teachers which is at the forefront of
creating quality human resources. Teachers face to face with the learners in the
classroom through the learning process. In the other hand teachers will be
generated qualified students, both academically, skill (skills), emotional maturity,
and moral and spiritual.
Learning is an active process, and what students do with facts and ideas
with which they have been presented depends to a very high degree on what they
already think and believe. Being able to recognize and work with these studentheld ideas and conceptions is thus a key component of an effective educational
strategy (Mulfrod and Robinson, 2002).
When learning science at school students sometimes relate their prior
knowledge to what teacher explain innappropriately, and hence the meanings or
concepts they construct are incorrect, incomplete or ineffective to explain the
scientific phenomena (Osborne and Wittrock, 1983, cited in Pinarbasi et all,
2009).
In essence, the success in the learning process is not only determined by
the accuracy of teachers in choosing the method used, the independence of
students in their learning also has a very large role. Independent learning does not
mean learning alone but learning that relies on the activities and responsibilities of
the student to achieve learning success. Independence of the student in question is
the attitude of students to not depend on others for every problem facing learning.
Students are required to be able to resolve an issue with the ability to learn and
their own efforts so that students with high self-reliance can obtain better
performance.
Chemistry is sometimes viewed as a difficult subject. It requires students
to go between (1) macroscopic representations that describe properties of tangible
and visible phenomena in the everyday experiences of learners, (2)
submicroscopic (or molecular) representations that provide explanations at the
particulate level in which matter is described as being composed of atoms,
molecules and ions, and (3) symbolic (or ionic) representations that involve the
use of chemical symbols, formulas and equations, as well as every media that
symbolize matter (chandrasegaran et all, 2007).
Most chemistry teaching operates at the macro (or laboratory) level and
the symbolic level, but it’s known that many misconceptions in chemistry stem
from an inability to visualize structures and processes at the submicroscopic level
(Tasker and Dalton).
According to Fask et all (in Wiseman, 1981:41) that largely concepts in
chemistry is the abstract concept and generally is the get ladder concepts which
develop from the simple to complex (Sastrawijaya, 1988:45). The learning result
that expected based on the aims is the students can understanding the concepts
that was learn correctly and concern the concept that was have before and can
apply that concepts in daily life and also in technology. To get the aims,
sometimes the students feel a lot of obstruction. Students try to interpreted or
create self concepts based on their experience that sometimes not appropriate with
the true concept, so cause the wrong concept in students thinking, the wrong
concepts called as misconceptions by Fisher (Griffith).
Students that through misconceptions not realise that their was through
misconception, because the students look the concept which was have is a true
concept. This case will effect to understanding the students in the future where in
a material will effect learning handicap in other material. Because every concept
has the relevance with other concept.
Identifying misconception of students is the first
step for preventing
misconceptions in chemistry. The identification of the students’ understandings
and misconceptions has been the goal of many of the studies carried out over the
last years (Ozmen, 2004). Some of the conceptual areas in which most studies
havebeen conducted are chemical equilibrium (Erdemir et al.,2000; Sendur et al.,
2010; Husseini, 2011), acid-base (Ross and Munby, 1991; Kousathana et al.,
2005; Sheppard, 2006), chemical bonding (Peterson et al., 1986; Coll and Taylor,
2002; Ozmen, 2004; Smith and Nakhleh, 2011), nuclear chemistry (Nakibog˘Lu
and Tekin, 2006), atomic orbital and hybridization (Nakiboglu, 2003),
buffersolution (Orgil and Sutherland, 2008), solutions and their components
(Çalık and Ayas, 2005; Pinarbasi and Canpolat, 2003), colligative properties
(Pinarbasi et al.,2009), thermochemistry (Azliandry, 2007) and electrochemistry
(Sanger and Greenbowe, 1999; Huddle and White, 2000) (Zainuddin Muchtar and
Harizal, 2012). Actually, the basic of a research education is a curriculum,
because from the curriculum is the basic of education. All of the teaching and
learning process is based on the curriculum. From this curriculum we can know
the matter, and then make a syllabus of the matter, the teaching and learning
process in classroom be guided by syllabus, so that from them we can know the
some problem that had been around by students. Because of that, in this research
the writer showed the Concept Analysis in Salt Hydrolysis (Appendix 1).
As has already been worded above, there are several topic in chemical one
is hard to be understood by student. There is even one of topic which intended is
hydrolysis. Topic from hydrolysis constitutes one of topic which need
comprehension and integration of there are many chemical introduction
knowledge. Hydrolysis is one of topic that can work out the misconception.
Because some students can’t differrent which one hydrolysis and which one the
buffer solution. Two of them if we glanced it closed resemblance, so that some of
students can do some misconception in this topic. Usually student gets to get new
science after they study it without understands it.
This case can make a
misconceptions.
Therefore, in this case the researcher chose the research entitled
Analyzing of Students’ Misconception on Salt Hydrolysis Chemistry at
Senior High School in Padangsidempuan. This research aims to investigate the
students’
misconceptions
about
hydrolysis
at
senior
high
school
in
Padangsidempuan.
1.2 The Problem Identifications
Based on the background above, the identification of problem formulated as
follows:
1. Most students have some difficulties in understanding chemistry concept
especially for Salt Hydrolysis.
2. There are incompatibilities between students’ concepts and true concepts.
1.3 Scope of the research
The scopes of this research are:
1. In this study is limited to investigate the misconception of senior high
school students.
2. The sample is limited to students’ year XI.
3. The matter is limited to “Salt Hydrolysis "
1.4 Problem Statements
The problem statements of this research are:
1. What are the type of subconcept in hydrolysis that make students’
misconceptions?
2. What is the percentage of students’ misconception about Salt Hydrolysis?
1.5 Research Objectives
The objectives of this research are:
1. To identify the types of subconcept in hydrolysis that make students’
misconceptions.
2. To identify the percentage of students’ misconception about Salt
Hydrolysis.
1.6 Research Significances
This study is expected as follows:
1. To be an information about students’ misconception about Salt
Hydrolysis.
2. To be an input to improve the quality teaching and learning chemistry
especially about Salt Hydrolysis in senior high school.
3. For researcher through this research expected can be an experience to
know students’ misconception.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
1. Analysis of students misconceptions on salt hydrolysis using Salt
Hydrolysis Chemistry Misconception Test showed that there were
some issues from five main concepts of salt hydrolysis chemistry,
the name of the concepts is salt hydrolysis definition, formation of
salt hydrolysis, determining the pH of salt solution, the relation
between Kh with Kw, Ka, and Kb, and the application of salt
hydrolysis in daily life. The percentage of students misconceptions
for five main concept is 26.06%; 27.07%; 23,54%; 29.78%; and
25.76%.
2. Analysis of students’ responses showed that there were three areas
as the main problems in fomation of students misconceptions
namely, fragmentation of students’ understanding, problems with
symbols
and
mathematical
formula,
and
problems
in
generalizations.
3. From analysis of data the students have more difficulties in the
determining the pH salt of solution, the relation between Kh with
Kw, Ka, and Kb, and the application of salt hydrolysis in daily life
concept.
4. From analysis of students’ misconceptions on salt hydrolysis
chemistry topic using Salt Hydrolysis Chemistry Misconception
Test showed the different understanding from each school. Beside
that, from students response in Salt Hydrolysis Chemistry
Misconception Test, also can see that the different in answering
question from foreign school and private school. Actually, the
school in High Group also can had been around misconceptions.
5.2. Suggestions
From the data of students’ misconceptions on salt hydrolysis
chemistry identified in this study, it is suggested for senior high school
teachers to do the diagnostic misconceptions into students’ after the each
of subject material done learning. So that, can detect the students’
misconceptions early. Beside that, teachers advasible observe the prior
knowledge of the students before teaching and learning process do.
Teachers also must give a variation in their teaching methods to make the
concepts that learn better. And for more, teachers hope give more example
of application concept that learnen. For better learning, advisable the
teacher must called up again about the relation between molarity and the
pH, also about the symbols which use in the subject matter that will learn.
Further investigations about students’ misconceptions on salt
hydrolysis chemistry topic are suggested using various methods to get
better data analysis. Considering the importance in collecting the data of
students’ misconceptions, it is also suggested for other reasearchers to
investigate students’ misconceptions for other topics in chemistry subject.
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SALT HYDROLYSIS CHEMISTRY AT SENIOR
HIGH SCHOOLS IN PADANGSIDEMPUAN
By:
Yeni Riska Putri
Reg. Number : 409332032
Bilingual Chemistry Education Study Program
A THESIS
Submitted in Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
JURUSAN KIMIA
FAKULTAS MATEMATIKA DAN ILMU PENGETAHUAN ALAM
UNIVERSITAS NEGERI MEDAN
MEDAN
2014
ANALYZING OF STUDENTS’ MISCONCEPTIONS ON SALT HYDROLYSIS
CHEMSITRY AT SENIOR HIGH SCHOOLS IN PADANGSIDEMPUAN
ABSTRACT
Students’ misconceptions on learning of salt hydrolysis chemistry at senior high
school in Padangsidempuan were investigated in this study. In this study involved 165 of
students in grade 11th from six different schools in Padangsidempuan, namely SMAN 2
Padangsidempuan, SMAS Kesuma Indah Padangsidempuan, SMAN 4 Padangsidempuan,
SMAS Muhammadiyah Padangsidempuan, SMAN 3 Padangsidempuan, and SMAS
Karya Baru Padangsidempuan. Students’ misconceptions were identified by giving a
valid test developed by researcher to students in form of Salt Hydrolysis Chemistry
Misconceptions Test that containing 20 open-ended multiple choices. The data collected
in this study were students’ responses in form of students’ choices from available options,
where in options consist the reasons. The data of students‘ choices and reasons obtained
were processed and converted into students‘ achievement and understanding,
respectively. The data of students’ understanding obtained from students’ responses were
categorized based on the degree of understanding. The data of students’ misconceptions
from five main concepts that investigated in salt hydrolysis chemistry topic including salt
hydrolysis definition concept (26.06%), formation of salt hydrolysis concept (27.07%),
determining the pH of salt hydrolysis concept (23.54%), the relation between Kh with Kw,
Ka, and Kb concepts (29.72%), and salt hydrolysis in daily life concepts (25.76%). From
the five concept in hydrolysis that analyze by Salt Hydrolysis Chemistry Misconceptions
Test know that most of students have misconceptions in the relation between Kh with Kw,
Ka, and Kb concepts and the determining of the pH of salt solution. The study also
revealed three main students‘ problems in understanding salt hydrolysis chemistry
namely fragmentation of students‘ understanding, problems with symbols and
mathematical formula, and problems in generalization. The results of analysis in students‘
misconception could be used as references for chemistry teachers for identifying students‘
misconception in classroom. Considering the importance of students‘ misconception data,
it was recommended to investigate the source of students‘ misconceptions.
ACKNOWLEDMENT
First of all I would like to devote his greatest thankfulness to the Almighty
Allah SWT, He is the Most Gracious and The Most Merciful for His blessing,
guidance, strength, health and His favor which have been given so that I could
finally finish this thesis entitled : Analyzing of Students’ Misconceptions on
Salt Hydrolysis Chemistry at Senior High School in Padangsidempuan.
In this opportunity, I would like to express my gratitude to my thesis
supervisor, Dr. Zainuddin Muchtar, M.Si., for giving me his guidance, support,
and chance in doing this research. I also thank to Prof. Dr. Ramlan Silaban, M.Si.,
Dr. Mahmud, M.Sc., and Dra. Ani Sutiani, M. Si., as my examiners for their
advices, suggestions, guidance, and constructive critics in the process of
completing this thesis.
I also like to say thanks to for Dr. Retno Dwi Suyanti, M. Si. as my
instrument valuators for her times and suggestion in development of my research
instrument, for Prof. Motlan Sirait, M.Sc., Ph.D., as the dean of Mathematics and
Natural Sciences Faculty, Prof. Dr. rer. nat. Binari Manurung, M. Si.,
as
coordinator of Bilingual Program, Drs. Jamalum Purba, M.Si. as the head of
Chemistry Department, and Prof. Drs. Manihar Situmorang, M.Sc., Ph.D. as my
academic supervisor for all their help in completing my study and this thesis. The
work was also made possible through Student Grant from Research Institute, State
University of Medan.
I give special gratitude for my beloved mother, Rosmiati Harahap and
father, (Alm) M. Idris and also for my brothers; Riswandy Syahputra, Doly
Kurniawan, and Wiwin Destree Anggi. No other could replace all of your love for
me.
Many colleagues have also been an integral part of my thesis. Those are
my team in Student Grant for their help in doing this research. To my beloved
friend Mr. A, thank you for everything and your support for me. My other friends
and colleagues, firstly at Bilingual Chemistry Education ‘09 class especially for
my beloved friend Siti Rahma, thank you for sharing everything, Sari, Ika, Lia,
Irna, Fitri and Dayat, and more latterly in Teaching Experience Program in
School, I love them. I also say thanks to my friend in IAIN SU; Especially for
Wilda Lestari Cliquers, you are my great Friend, also addresed to Adit, Omak,
Maya, Iin and other in there. Thanks are also addressed to SMA Negeri 2, SMA
Negeri 4, SMA Negeri 3, SMA S Kesuma Indah, SMA S Muhammadiyah and
SMA S Karya Baru Padangsidempuan that give me time to done my research in
their school, the last for SMA Negeri 2 Kisaran students as placed of my teaching
experience. They are always in my mind. Thank you all.
I have attempted as maximal as I can in doing this thesis. However, in my
humble heart the writer hope construct suggestions and critics from the reader for
the perfection of this thesis. The writer hopes this thesis can be useful and gives
many function to the readers knowledge especially about subject matter which is
researched in this thesis.
Medan, Januari 2014
The Writer,
Yeni Riska Putri
Reg.Number 409332032
CONTENT
LEGALIZATION PAGE
i
BIOGRAPHY
ii
ABSTRACT
iii
ACKNOWLEDMENT
iv
LIST OF CONTENT
vi
TABLE LIST
ix
FIGURE LIST
xii
APPENDIX LIST
xiii
CHAPTER I INTRODUCTION
1
1.1 The Backgroung of Study
1
1.2 The Problem Identifications
4
1.3 Scope of The Research
4
1.4 Problem Statements
4
1.5 Research Objective
5
1.6 Research Significances
5
CHAPTER II LITERATURE STUDY
6
2.1 Concept, Conception and Preconception
6
2.2 Misconception
7
2.3 Classification of Misconception
10
2.4 The Cause of Misconception
12
2.4.1 Students
12
2.4.2 Teacher
13
2.4.3 Textbook
14
2.4.4 Teaching Methods
14
2.4.5 Context
15
2.5 The Concept of Salt Hydrolysis
2.5.1 Formation of Salt Hydrolysis
15
17
2.5.1.1 Salts from Strong Acid and Strong Bases
17
2.5.1.2 Salts from Weak Acid and Strong Bases
18
2.5.1.3 Salts from Strong Acid and Weak Bases
18
2.5.1.4 Salts from Weak Acid and Weak Bases
18
2.5.2 Determining the pH of Salt Solution
19
2.5.2.1 Salts of Strong Acid and Weak Bases
20
2.5.2.2 Salts of Weak Acid and Strong Bases
21
2.5.2.3 Salts of Weak Acid and Weak Bases
22
2.5.3 The Relation Between Kh with Kw, Ka and Kb
23
2.5.3.1 Salts of Strong Acid and Weak Bases
23
2.5.3.2 Salts of Weak Acid and Strong Bases
24
2.5.3.3 Salts of Weak Acid and Weak Bases
25
2.5.4 Salt Hydrolysis in Daily Life
25
CHAPTER III RESEARCH METHODS
27
3.1 Overview of the Research
27
3.2 Research Location and Research Objects
28
3.3 Population and Sample
28
3.4 Research Instrument
29
3.5 Technique of the Data Collection
30
3.6 Technique of the Data Analysis
30
CHAPTER IV RESULT AND DISCUSSION
32
4.1 Description Result
32
4.2 Students’ Achievement
32
4.3 Students’ Understanding
33
4.3.1 Salt Hydrolysis Defition
34
4.3.2 Formation of Salt Hydrolysis
36
4.3.3 Determining the pH of Salt Solution
39
4.3.4 The Relation between Kh with Kw, Ka, and Kb
45
4.3.5 Application of Salt Hydrolysis in Daily Life
51
4.4 Discussion
56
CHAPTER V CONCLUSIONS AND SUGGESTIONS
58
5.1 Conclusions
58
5.2 Suggestions
59
REFERENCES
60
TABLE LIST
Table 2.1 The Grouping Degree of Comprehension Concept
9
Table 2.2 Kinds of Misconception
10
Table 2.3 Property of Salt Hydrolysis
17
Table 3.1 The Description of Population and Sample in Senior High School that
Selected as Sample in the Study For Analyzing of Students
Misconception on Salt Hydrolysis Chemistry ay Senior High School
in Padangsidimpuan
29
Table 4.1 The Average of Students’ Achievements
32
Table 4.2 Grouping Criteria based on students’ achievement for each school
33
Table 4.3 Number of students for aech group based on students’ acievement
33
Table 4.4 Question 4 and its answer in SHCMT
35
Table 4.5 Percentage of students’ responses for question number 4 in SHCMT 36
Table 4.6 Question 2 and its answer in SHCMT
37
Table 4.7 Percentage of students’ responses for question number 2 in SHCMT 38
Table 4.8. Question 5 and its answer in SHCMT
38
Table 4.9 Percentage of students’ responses for question number 5 in SHCMT 39
Table 4.10 Question 8 and its answer in SHCMT
40
Table 4.11 Percentage of students’ responses for question number 8 in
SHCMT
Table 4.12 Question 10 and its answer in SHCMT
41
42
Table 4.13 Percentage of students’ responses for question number 10 in
SHCMT
Table 4.14 Qusetion 17 and its answer in SHCMT
43
44
Table 4.15 Percentage of students’ responses for question number 17 in
SHCMT
Table 4.16 Question 6 and its answer in SHCMT
45
46
Table 4.17 Percentage of students’ responses for question number 6 in
SHCMT
Table 4.18 Question 19 and its answer in SHCMT
47
48
Table 4.19 Percentage of students’ responses for question number 19
in SHCMT
Table 4.20 Question 20 and its answer in SHCMT
49
50
Table 4.21 Percentage of students’ responses for question number 20
in SHCMT
Table 4.22 Qusetion 12 and its answer in SHCMT
51
52
Table 4.23 Percentage of students’ responses for question number 12
in SHCMT
53
Table 4.24 The Frequency of correct response to Salt Hydrolysis
Chemistry Misconception Test
Table 4.25 Percentage of Students Misconceptions
53
54
Table 4.26 Common Misconceptions of Salt Hydrolysis held by
Senior High School Students Grade XI (n=165)
55
APPENDIX LIST
Appendix 1 Concept analysis of chemistry for Senior High School
Eleventh Grade Matter : Salt Hydrolysis
64
Appendix 2 The lattice of problems Salt Hydrolysis Chemistry
67
Appendix 3 Salt Hydrolysis Chemistry Misconception Test Before Validation 68
Appendix 4 Salt Hydrolysis Chemistry Misconception Test After Validation
74
Appendix 5 Key Answer of Salt Hydrolysis Chemistry Misconception Test
80
Appendix 6 Teachers’ Data Form
81
Appendix 7 Data of Students’ Achievement in School A
82
Appendix 8 Data of Students’ Achievement in School B
83
Appendix 9 Data of Students’ Achievement in School C
84
Appendix 10 Data of Students’ Achievement in School D
85
Appendix 11 Data of Students’ Achievement in School E
86
Appendix 12 Data of Students’ Achievement in School F
87
Appendix 13 The Percentage of Students’ Responses
88
Appendix 14 Table of Learning Source in each Senior High School
89
Appendix 15 Documentations90
CHAPTER I
INTRODUCTION
1.1 The Background of Study
Basically the development and progress of a nation is influenced by the
quality of education of the nation itself. Education is a strategic tool and a vehicle
for human resource development. Therefore, education should receive serious
attention and handling. On the other hand the manager of education has taken
great care to increase the quality of education to improve student achievement by
optimizing the educational resources available.
One of the main factors that determine the quality of education of a nation
is a teacher. Current assignment and the teacher's role is getting harder, along with
the development of science and technology. Teachers which is at the forefront of
creating quality human resources. Teachers face to face with the learners in the
classroom through the learning process. In the other hand teachers will be
generated qualified students, both academically, skill (skills), emotional maturity,
and moral and spiritual.
Learning is an active process, and what students do with facts and ideas
with which they have been presented depends to a very high degree on what they
already think and believe. Being able to recognize and work with these studentheld ideas and conceptions is thus a key component of an effective educational
strategy (Mulfrod and Robinson, 2002).
When learning science at school students sometimes relate their prior
knowledge to what teacher explain innappropriately, and hence the meanings or
concepts they construct are incorrect, incomplete or ineffective to explain the
scientific phenomena (Osborne and Wittrock, 1983, cited in Pinarbasi et all,
2009).
In essence, the success in the learning process is not only determined by
the accuracy of teachers in choosing the method used, the independence of
students in their learning also has a very large role. Independent learning does not
mean learning alone but learning that relies on the activities and responsibilities of
the student to achieve learning success. Independence of the student in question is
the attitude of students to not depend on others for every problem facing learning.
Students are required to be able to resolve an issue with the ability to learn and
their own efforts so that students with high self-reliance can obtain better
performance.
Chemistry is sometimes viewed as a difficult subject. It requires students
to go between (1) macroscopic representations that describe properties of tangible
and visible phenomena in the everyday experiences of learners, (2)
submicroscopic (or molecular) representations that provide explanations at the
particulate level in which matter is described as being composed of atoms,
molecules and ions, and (3) symbolic (or ionic) representations that involve the
use of chemical symbols, formulas and equations, as well as every media that
symbolize matter (chandrasegaran et all, 2007).
Most chemistry teaching operates at the macro (or laboratory) level and
the symbolic level, but it’s known that many misconceptions in chemistry stem
from an inability to visualize structures and processes at the submicroscopic level
(Tasker and Dalton).
According to Fask et all (in Wiseman, 1981:41) that largely concepts in
chemistry is the abstract concept and generally is the get ladder concepts which
develop from the simple to complex (Sastrawijaya, 1988:45). The learning result
that expected based on the aims is the students can understanding the concepts
that was learn correctly and concern the concept that was have before and can
apply that concepts in daily life and also in technology. To get the aims,
sometimes the students feel a lot of obstruction. Students try to interpreted or
create self concepts based on their experience that sometimes not appropriate with
the true concept, so cause the wrong concept in students thinking, the wrong
concepts called as misconceptions by Fisher (Griffith).
Students that through misconceptions not realise that their was through
misconception, because the students look the concept which was have is a true
concept. This case will effect to understanding the students in the future where in
a material will effect learning handicap in other material. Because every concept
has the relevance with other concept.
Identifying misconception of students is the first
step for preventing
misconceptions in chemistry. The identification of the students’ understandings
and misconceptions has been the goal of many of the studies carried out over the
last years (Ozmen, 2004). Some of the conceptual areas in which most studies
havebeen conducted are chemical equilibrium (Erdemir et al.,2000; Sendur et al.,
2010; Husseini, 2011), acid-base (Ross and Munby, 1991; Kousathana et al.,
2005; Sheppard, 2006), chemical bonding (Peterson et al., 1986; Coll and Taylor,
2002; Ozmen, 2004; Smith and Nakhleh, 2011), nuclear chemistry (Nakibog˘Lu
and Tekin, 2006), atomic orbital and hybridization (Nakiboglu, 2003),
buffersolution (Orgil and Sutherland, 2008), solutions and their components
(Çalık and Ayas, 2005; Pinarbasi and Canpolat, 2003), colligative properties
(Pinarbasi et al.,2009), thermochemistry (Azliandry, 2007) and electrochemistry
(Sanger and Greenbowe, 1999; Huddle and White, 2000) (Zainuddin Muchtar and
Harizal, 2012). Actually, the basic of a research education is a curriculum,
because from the curriculum is the basic of education. All of the teaching and
learning process is based on the curriculum. From this curriculum we can know
the matter, and then make a syllabus of the matter, the teaching and learning
process in classroom be guided by syllabus, so that from them we can know the
some problem that had been around by students. Because of that, in this research
the writer showed the Concept Analysis in Salt Hydrolysis (Appendix 1).
As has already been worded above, there are several topic in chemical one
is hard to be understood by student. There is even one of topic which intended is
hydrolysis. Topic from hydrolysis constitutes one of topic which need
comprehension and integration of there are many chemical introduction
knowledge. Hydrolysis is one of topic that can work out the misconception.
Because some students can’t differrent which one hydrolysis and which one the
buffer solution. Two of them if we glanced it closed resemblance, so that some of
students can do some misconception in this topic. Usually student gets to get new
science after they study it without understands it.
This case can make a
misconceptions.
Therefore, in this case the researcher chose the research entitled
Analyzing of Students’ Misconception on Salt Hydrolysis Chemistry at
Senior High School in Padangsidempuan. This research aims to investigate the
students’
misconceptions
about
hydrolysis
at
senior
high
school
in
Padangsidempuan.
1.2 The Problem Identifications
Based on the background above, the identification of problem formulated as
follows:
1. Most students have some difficulties in understanding chemistry concept
especially for Salt Hydrolysis.
2. There are incompatibilities between students’ concepts and true concepts.
1.3 Scope of the research
The scopes of this research are:
1. In this study is limited to investigate the misconception of senior high
school students.
2. The sample is limited to students’ year XI.
3. The matter is limited to “Salt Hydrolysis "
1.4 Problem Statements
The problem statements of this research are:
1. What are the type of subconcept in hydrolysis that make students’
misconceptions?
2. What is the percentage of students’ misconception about Salt Hydrolysis?
1.5 Research Objectives
The objectives of this research are:
1. To identify the types of subconcept in hydrolysis that make students’
misconceptions.
2. To identify the percentage of students’ misconception about Salt
Hydrolysis.
1.6 Research Significances
This study is expected as follows:
1. To be an information about students’ misconception about Salt
Hydrolysis.
2. To be an input to improve the quality teaching and learning chemistry
especially about Salt Hydrolysis in senior high school.
3. For researcher through this research expected can be an experience to
know students’ misconception.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
1. Analysis of students misconceptions on salt hydrolysis using Salt
Hydrolysis Chemistry Misconception Test showed that there were
some issues from five main concepts of salt hydrolysis chemistry,
the name of the concepts is salt hydrolysis definition, formation of
salt hydrolysis, determining the pH of salt solution, the relation
between Kh with Kw, Ka, and Kb, and the application of salt
hydrolysis in daily life. The percentage of students misconceptions
for five main concept is 26.06%; 27.07%; 23,54%; 29.78%; and
25.76%.
2. Analysis of students’ responses showed that there were three areas
as the main problems in fomation of students misconceptions
namely, fragmentation of students’ understanding, problems with
symbols
and
mathematical
formula,
and
problems
in
generalizations.
3. From analysis of data the students have more difficulties in the
determining the pH salt of solution, the relation between Kh with
Kw, Ka, and Kb, and the application of salt hydrolysis in daily life
concept.
4. From analysis of students’ misconceptions on salt hydrolysis
chemistry topic using Salt Hydrolysis Chemistry Misconception
Test showed the different understanding from each school. Beside
that, from students response in Salt Hydrolysis Chemistry
Misconception Test, also can see that the different in answering
question from foreign school and private school. Actually, the
school in High Group also can had been around misconceptions.
5.2. Suggestions
From the data of students’ misconceptions on salt hydrolysis
chemistry identified in this study, it is suggested for senior high school
teachers to do the diagnostic misconceptions into students’ after the each
of subject material done learning. So that, can detect the students’
misconceptions early. Beside that, teachers advasible observe the prior
knowledge of the students before teaching and learning process do.
Teachers also must give a variation in their teaching methods to make the
concepts that learn better. And for more, teachers hope give more example
of application concept that learnen. For better learning, advisable the
teacher must called up again about the relation between molarity and the
pH, also about the symbols which use in the subject matter that will learn.
Further investigations about students’ misconceptions on salt
hydrolysis chemistry topic are suggested using various methods to get
better data analysis. Considering the importance in collecting the data of
students’ misconceptions, it is also suggested for other reasearchers to
investigate students’ misconceptions for other topics in chemistry subject.
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