EFEK MEDIA DEMONSTRASI KIMIA YANG DIMODIFIKASI TERHADAP PEMAHAMAN MAHASISWA PADA KONSEP ELEKTROKIMIA
DOI:
10.29303/jpm.v11i2.107Published:
2017-02-22Issue:
Vol. 11 No. 2 (2016): SEPTEMBERArticles
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Abstract
Tujuan penelitian ini untuk menyelidiki pengaruh penerapan media demonstrasi kimia yang dimodifikasi terhadap pemahaman mahasiswa pada konsep sel elektrokimia. Sampel yang digunakan adalah mahasiswa Program Studi Pendidikan Kimia, FKIP Universitas Matram, Indonesia. Penelitian merupakan penelitian kuasi eksperimen yang menggunakan kelas kontrol (metode konvensional) dan kelas eksperimen (media demonstrasi kimia yang dimodifikasi). Hasil penelitian menunjukan bahwa setelah dilakukan pembelajaran hasil tes akhir/post tes menunjukan bahwa persentase mahasiswa yang menguasai konsep dengn benar sebesar 36% untuk kelas kontrol dan kelas eksperimen sebanyak 56%. Perbaikan miskonsepsi tertinggi terdapat pada subtopik sebagai berikut: reaksi pada elektroda (9%), fungsi jembatan garam (9%), aliran muatan listrik pada rangkaian luar (6%), dan rangkaian tertutup dan terbuka (4%). Hasil uji statistik anacova menunjukan bahwa ada pengaruh signifikan penggunaan media demonstrasi kimia yang dimodifikasi terhadap perbaikan miskonsepsi mahasiswa pada topik elektrokimia. Dari penelitian ini dapat disimpulkan bahwa media demonstrasi kimia yang dimodifikasi mampu memperbaiki miskonsepsi karena sesuai dengan prinsip model mental dan representasi dari ilmu kimia
ÃÂ The aim of this study was to investigate the effect of the application of chemical demonstration on the students' understanding of the concept of an electrochemical cell. The chemistry students of Faculty of Teacher Training and Science Education, Mataram University, Indonesia was taken as samples. The study was quasi-experimental research in which the control classes was taught using conventional methods and the experimented classes was taught by incorporating chemistry demonstration experiment. The results showed that the percentage of students who mastered the concept correctly was 36% and 56% for the control group and the experimental class, respectively. Repair misconception shows that the highest values found in the subtopics as follows: reaction on the electrode (9%), the function of the salt bridge (9%), the flow of electric charge on the circuit outside (6%), and the flow of electricity on a series of closed and open (4% ). Anacova statistical test results showed that there was a significant effect of the use of chemically modified media demonstration on reducing student misconceptions. It can be concluded that the demonstration of the modified chemical capable of reducing misconceptions students on the topic of electrochemistry.
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