Understanding of Acid-Base Chemistry Concepts Among 11th Grade Students at SMAN 7 Mataram Using the FTMC Instrument
DOI:
10.29303/cep.v9i1.11021Published:
2026-05-31Downloads
Abstract
This study aims to determine and explain the understanding of acid-base chemistry concepts among 11th grade students at SMAN 7 Mataram. The type of research used is quantitative descriptive. The study was conducted in classes XI A3 and XI B1 with a total of 69 students, or 25% of the population of 273 students. Data were collected using a four-tier multiple-choice (FTMC) test instrument consisting of 17 valid questions. The results of this study indicate that the level of understanding of acid-base chemistry concepts among 11th grade students at SMAN 7 Mataram is 57.80%, which is classified as moderate, with a distribution of concept understanding as follows: understanding the concept (39.56%), misconceptions (36.91%), and not understanding the concept (23.53%) in the low category. The level of understanding of acid-base chemistry concepts among students in grades XI A3 and XI B1 was 61.27% and 54.01%, respectively, which is classified as moderate. The highest category of concept understanding among students in class XI A3 was that quite a lot of students understood the concept (49.07%) in the material on pH calculation of solutions, quite a lot of students had misconceptions (45.83%) in the material on acid-base strength, and a few students did not understand the concept (29.17%) in the material on acid-base strength. Meanwhile, the highest category of concept understanding among students in class XI B1 was that few students understood the concept (38.64%) in the material on acid-base indicators, quite a few students had misconceptions (45.46%) in the material on pH calculation of solutions, and few students did not understand the concept (31.82%) in the material on acid-base strength.
Keywords:
Conceptual Understanding Acid-Base Four Tier Multiple ChoiceReferences
Arikunto, S. (2018). Dasar-dasar evaluasi Pendidikan. Rineka Cipta
Asis, H., Husain, H., & Sugiarti. (2023). Analisis Tingkat Pemahaman Konsep Peserta Didik Kelas XI SMA Negeri 19 Gowa Pada Materi Pokok Asam Basa Dengan Menggunakan Three- Tier Multiple Choice. Jurnal Ilmiah Pendidikan Kimia. 4(2), 96-105.
Bagiyono. (2017). Analisis Tingkat Kesukaran dan Daya Beda Butir Soal Ujian Pelatihan Radiografi Tingkat 1. Widyanuklida. 16(1), 1-12.
Fadli, R., Hidayati, S., Cholifah, M., Siroj, R. A., & Afgani, M. W. (2023). Validitas dan Reliabilitas pada Penelitian Motivasi Belajar Pendidikan Agama Islam Menggunakan Product Moment. Jurnal Ilmiah Ilmu Pendidikan, 6(3), 1734- 1739.
Fajrin, S., Haetami, A., & Marhadi, M. A. (2020). Identifikasi Kesulitan Belajar Kimia Siswa Pada Materi Pokok Larutan Asam Dan Basa Di Kelas XI Ipa2 Sma Negeri 1 Wolowa Kabupaten Buton. Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo, 5(1), 27-34.
Haris, M., & Idrus, S. A. (2011). Analisis Kesulitan Belajar Ikatan Kimia Ditinjau dari Kesalahan Konsep Siswa Kelas X SMA Negeri 3 Mataram. Jurnal Pijar MIPA, 7(2), 77-80.
Haryanti, I., Kurniawati, Y., & Lubis, F. H. (2023). Penerapan Virtual Laboratory Dengan Menggunakan Model Problem Based Learning (Pbl) Untuk Mendukung Proses Pembelajaran Kimia. Journal Of Chemistry Education And Integration, 2(1), 42-49.
Hidayah, N., Melati, H. A., & Sartika, R. P. (2016). Deskripsi Pemahaman Konsep Siswa Pada Materi Hidrokarbon Kelas XI IPA SMA Negeri 9 Pontianak. Jurnal Pendidik dan Pembelajaran Khatulistiwa, 5(9), 1-10.
Jusniar, Effendy, Budiasih, E., & Sutrisno. (2020). Misconceptions in Rate of Reaction and their Impact on Misconceptions in Chemical Equiblirium. Eur. J. Educ. Res, 9(2),1405-1423.
Mukhlisa, N. (2021). Miskonsepsi pada Peserta Didik. Journal of Special education. 4(2), 123-133.
Pujayanto, Budiharti, R., Radiyono, Y., Nuraini, N. R. A., Putri, H. V.m Saputro, D. E., & Adhitama, E. (2018). Pengembangan Tes Diagnostik Miskonsepsi Empat Tahap Tentang Kinematika. Jurnal Cakrawala Pendidikan. 37(2), 237-249.
Roghdah, S. J., Zammi, M., & Mardhiya, J. (2021). Development of Four-Tier Multiple Choice Diagnostic Test to Determine Students’ Concept Understanding Level On Thermochemical Material. Jurnal Phenomenon. 11(1), 57-74
Rosmiati. (2022). Pembelajaran Kimia yang Menyenangkan di Madrasah. Uniqbu Journal of Exact Science. 1(3), 18-28.
Sahfitri, C. D. R., Adlim, & Winarni, S. (2024). Identifikasi Kesulitan Pemahaman Konsep Siswa Kelas XI pada Materi Asam Basa dengan Menggunakan Instrumen Four Tier Multiple Choice Diagnostic Test di SMA. Jurnal Ilmiah Mahasiswa Jurusan Pendidikan Kimia. 9(2), 29-36.
Sakti, S., Fatah, A. H., & Anggraeni, M. E. (2020). Analisis Materi Ajar Konsep Laju Reaksi Pada Buku Teks Kimia SMA/MA. Jurnal Ilmu Kanderang Tingang, 11(1), 78-91.
Saputri, L., Maison, & Kurniawan, W. (2021). Pengembangan Four-Tier Diagnostic Test Berbasis Website Untuk Mengidentifikasi Miskonsepsi Pada Materi Suhu Dan Kalor. Jurnal Ilmiah Teknologi Informasi Asia, 15(1), 61- 68.
Wola, B.R., Ibrahim, M., & Purnomo, T. (2020). Development of a Four-Tier Multiple-Choice Test on the Concept of Transport Across Membranes. Science Education Journal. 4(2), 77-97.
Yeni, F.S., Octarya, Z., & Utami L. (2024). Analisis Pemahaman Konsep siswa kelas XI pada Materi Termokimia Menggunakan Four Tier Multiple Choice. Journal of Research and Education Chemistry. 6(1),68-82.
Yunita, L., Sofyan, A., & Agung, S. (2014). Pemetaan Peta Konsep untuk Meningkatkan Pemahaman Siswa Tentang Konsep Senyawa Hidrokarbon. Edusains, 6(1),2-8.
Zuhroti, B., Marfu’ah, S., & Sodiq, I, M. (2018). Identifikasi Pemahaman Konsep Tingkat Representasi Makroskopik, Mikrokopik Dan Simbolik Siswa Pada Materi Asam-Basa. Jurnal Pembelajaran Kimia OJS, 3(2),44-49.
License
Copyright (c) 2026 Muliana Lutfiatussholihah, Mukhtar Haris, Dodiy Firmansyah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Chemistry Education Practice agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Chemistry Education Practice.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
