Analisis Pemahaman Konsep Kimia Materi Larutan Penyangga pada Siswa Kelas XI Kelompok A SMAN 7 Mataram
DOI:
10.29303/cep.v9i1.11058Published:
2026-05-31Downloads
Abstract
This study aims to determine the level of conceptual understanding and analyze the difficulties faced by class XI Group A students of SMAN 7 Mataram in understanding the concept of buffer solutions. The type of research used is descriptive quantitative. The study was conducted in class XI A3 and XI A4 with a total of 65 students. Data were collected using a Two Tier Multiple Choice (TTMC) test instrument with 17 valid questions. The results of this study are the level of understanding of the chemical concept of buffer solutions of class XI students of SMAN 7 Mataram is 61.1% which is classified as moderate, with the distribution of conceptual understanding being quite a lot of students who understand the concept (43.6%), a few students who have misconceptions (35.0%) and do not understand the concept (21.4%). The conceptual understanding of class XI A3 students in each sub-material of buffer solutions with the highest category being quite a lot of students who understand the concept (58.1%) in the material of the definition of buffer solutions, quite a lot of students who have misconceptions (52.4%) in the material of types and components of buffer solutions, and quite a lot of students who do not understand the concept (45.7%) in the material of differences in buffer solutions. The conceptual understanding of class XI A4 students in each sub-material of buffer solutions with the highest category is quite a lot of students who understand the concept (51.1%) in the material on the definition of buffer solutions, quite a lot of students have misconceptions (43.4%) in the material on the working principles of buffer solutions, and a few students who do not understand the concept (23.5%) in the material on the role of buffer solutions in the human body.
Keywords:
Conseptual Understanding Buffer Solution Two Tier Multiple ChoiceReferences
Abraham, A. (2020). Analisis Tingkat Pemahaman Konsep Peserta Didik Kelas XI SMA Negeri 19 Gowa dengan Menggunakan Two-Tier Multiple Choice. Jurnal Ilmiah Pendidikan Kimia, 4(2), 96-100.
Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Bahriah, P., Sindi, A., & Sariati, S. (2020). Analisis Instrumen Tes sebagai Alat Evaluasi pada Mata Pelajaran Kimia. Jurnal Pendidikan Dan Ilmu Sosial, 3(2), 276-279.
Fajrian, S. (2020). Miskonsepsi Siswa pada Materi Larutan Penyangga. Jurnal Pendidikan, 19(1), 15-18.
Haris, W. & Idrus, S. (2020). Analisis Pemahaman Konsep Pemecahan Masalah Matematika pada Mata Kuliah Kalkulus Dasar. Jurnal Inovasi Pendidikan Kimia, 8(19),430-434.
Haryanti, P., Nurlela, S., & Azwar, A. (2023). Identifikasi Miskonsepsi Terhadap Konsep Larutan Penyangga dengan Menggunakan Instrumen Tes Diagnostic Two-Tier Multiple Choice. JRPK: Jurnal Riset Pendidikan Kimia, 11(1), 27–28.
Misran, A., Fitri, S., & Fauziah, A. (2022). Analisis Data Kualitatif. Jurnal Alhadharah, 17(33), 81-83.
Monita, S. & Suharto, P. (2021). Identifikasi Kesulitan Belajar Kimia SMA Negeri 1 Narmada. Chemistry Education Practice, 4(3), 25-28.
Mukhlisa, K. (2021). Faktor yang Mempengaruhi Kesulitan Belajar. Jurnal Edukasi, 7(1), 1-6.
Parastuti, D., Maison, A., & Darmaji. (2022). Miskonsepsi Siswa pada Materi Larutan Penyangga. Jurnal Pendidikan: Teori, Penelitian dan Pengembangan, 6(2),192-193.
Purnama, A. (2020). Pengembangan Tes Diagnostik Miskonsepsi Empat Tahap Tentang Kinematika. Jurnal Cakrawala Pendidikan. 37(2), 237-239.
Rosmiati, A. (2022). Pembelajaran Kimia yang Menyenangkan di Madrasah. Uniqbu Journal of Exact Science, 1(3), 18-20.
Sariati, N., Sumarti, S., & Nuryanto, U. (2020). Penggunaan Tes Diagnostik Two-Tier Tes Alasan Terbuka untuk Mengidentifikasi Miskonsepsi Larutan. Jurnal Pendidikan Kimia. 8(2), 171-174.
Syarifah, B., Suardana, I., & Wiratini, N. (2021). Identifikasi Pemahaman Konsep Tingkat Representasi Makroskopik, Mikrokopik Dan Simbolik Siswa. Jurnal Pembelajaran Kimia OJS, 3(2),44-45.
License
Copyright (c) 2026 Irma Fitri Cahyati; I Nyoman Loka, Mukhtar Haris
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).
