Abstract
Research has been carried out to develop a Three Tier Instrument Test with Certainty of Response Index (CRI) with the aims to find out (1) analysis of teaching learning chemistry, (2) the eligibility categories in terms of expert validation, (3) the percentage of misconceptions in each sub-concepts of redox reaction, and (4) the causes of students’ misconceptions about redox reaction material. The instrument is prepared with 10 items validated contains each sub concepts. Research results show that: (1) teaching learning chemistry using curriculum 2013, various student textbooks and methods so research develop many aspects of question instruments that needed in research by interviewing the teacher of each schools, (2) the test instrument has very decent criteria with the assessment of material, language, and construction aspect, (3) the lowest percentages of students’ misconception in redox reaction’s sub-concept is oxidizing and reducing agent in reaction (54.09%) and the highest percentages is in sub-concept of autoredox concept (69.98%) with all categories of misconceptions are enough, (4) the causes of students’ misconceptions in learning redox reaction found in the material, learning source, teachers aspect. It because students were taught by different teacher, different method, and different source in learning redox reaction.
Highlights
Kimia merupakan salah satu mata pelajaran IPA yang mempelajari banyak konsep-konsep abstrak dan beberapa diantaranya mencoba menjelaskan fenomena kimia dalam kehidupan sehari-hari
The instrument is prepared with 10 items validated contains each sub-concepts
various student textbooks and methods so research develop many aspects of question instruments that needed in research by interviewing the teacher
Summary
Penelitian ini dilakukan di empat tentang biologi. Jika anak SMA sebagai populasi sampel, yaitu SMA menggambar binatang yang terangsang, Dharmawangsa Medan, SMA Negeri 1 guru dapat bertanya kepada mereka Percut Sei Tuan, MAN 1 Medan, dan MAS mengapa dia melukisnya. Siswa akan salah paham hanya satu kelas di setiap sekolah. Dan kemudian mereka yang dikembangkan dalam penelitian ini menjelaskan secara ilmiah mengapa adalah instrumen tes objektif berbasis pilihan pemahaman ini salah. Dalam teks ganda tiga tingkat untuk mengidentifikasi perubahan konsep, siswa diberi miskonsepsi siswa pada materi reaksi redoks pertanyaan langkah demi langkah untuk menggunakan metode Research and mengaktifkan pemahaman mereka Development (R&D) dengan model ADDIE
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
