Abstract
Learning without strengthening understanding of concepts can cause misconceptions and learning to be less meaningful. This study aims to analyze students' understanding of the concept of colloidal material. The research design uses quantitative descriptive methods. The research subjects were students of class XI MIPA Islamic High School Plus Bina Insani Susukan 2018/2019 academic year. Data collection using three tier multiple choice tests. The results of data analysis showed 43% of students understood the concept, 39% of students experienced misconceptions and 15% of students in the category of lack of understanding and 3% of students guessed the answers. The highest percentage of indicators shows interpreting the data and giving examples of colloidal material. This shows that most of the students were able to interpret the data and set examples well. Problem-based learning with a joyful learning approach is enough to help students in understanding students' concepts.
Highlights
Application of learning models that are suitable for the material and conditions of students can help the implementation of teaching and learning activities that are effective and fun for students
After learning with the Problem based learning model approached Joyful learning and post test, the results of students' answers are further grouped into 8 categories based on Arslan et al (2012) namely, (1) conceptual understanding, (2) type 1 misconception, (3) type 2 misconception, (4) type 3 misconception, (5) type 1 lack of understanding, (6) type 2 lack understanding, (7) ) lack of understanding of type 3 and (8) guess
The results showed a positive response to the process of learning problem based learning with joyful learning approach with a crossword puzzle of 77.5%
Summary
Application of learning models that are suitable for the material and conditions of students can help the implementation of teaching and learning activities that are effective and fun for students. While the application of learning models that are less precise tends to cause students to experience misconceptions and not understand the various concepts in the colloidal system material. Students' conceptions in distinguishing colloidal systems from solutions and suspensions tend to be in the category of partial understanding with misconceptions. Students' conceptions tend to be in the category of not understanding the subconcepts of colloid making, the nature of colloids and the application of colloids in life. Whereas in the concept of the types of colloids students tend to have conceptions in the category of partial understanding or misconception. Learning that tends to be teacher-centered can lead to students 'interest in learning so that students' understanding of concepts is not optimal, especially in theoretical subject matter such as colloids (Yahya et al, 2017)
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