Description of student learning difficulties in the thermochemistry

Authors

Silvira Rahmi , Fajriah Azra

DOI:

10.29303/jpm.v18i5.5581

Published:

2023-09-28

Issue:

Vol. 18 No. 5 (2023): September 2023

Keywords:

Learning Difficulties, Thermochemistry, Diagnostic Tests, Four-Tier

Articles

Downloads

How to Cite

Rahmi, S., & Azra, F. (2023). Description of student learning difficulties in the thermochemistry . Jurnal Pijar Mipa, 18(5), 736–742. https://doi.org/10.29303/jpm.v18i5.5581

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Thermochemistry is a material high school students study in class XI MIPA in odd semesters. In this material, 83.69% of SMAN 13 Padang class XI MIPA students still need to achieve the minimum completeness criteria set. It indicates that students have learning difficulties. Learning difficulties are failures to attain learning goals characterized by low learning outcomes. This study aims to determine the percentage of students who experience learning difficulties for each indicator on thermochemistry material and determine the factors that cause learning difficulties experienced by students in terms of learning methods. This research is a type of descriptive research. The sample for this research was students in class XI MIPA 6 at SMAN 13 Padang in the 2022/2023 academic year, which consisted of 34 people. The research instrument was a diagnostic test with four-tier multiple-choice questionnaires and interviews. The data analysis used is descriptive, namely analyzing and providing an understanding of the data in the form of numbers so that an overview can be given in an orderly, concise, and transparent manner. The results of this study stated that students of SMAN 13 Padang had difficulty learning thermochemistry material in the high category. The highest difficulty level is found in the sixth indicator (determining the ∆H value of the reaction through a calorimeter experiment), which is 90.20%. Meanwhile, the lowest level of learning difficulty for students is found in the first indicator (explaining differences in systems and environments in chemical reactions), which equals 42.16%. Learning difficulties experienced by students are caused by ineffective learning methods, such as not making a study schedule and not carrying it out, not reading and not taking notes, not repeating material, not concentrating, and not doing assignments.

References

Suwarto. (2013). Pengembangan Tes Diagnostik Dalam Pembelajaran. Yogyakarta: Pustaka Pelajar.

Afrianis, N., & Ningsih, L. (2022). Analisis Kesulitan Belajar Siswa Pada Materi Struktur Atom. Jurnal Pendidikan Kimia dan Terapan, 6(2), 104-110.

Sihran, G. (2007). Learning Difficulties in Chemistry: An Overview. Journal of Turkish Science Education, 4(2), 2-20.

Zakiyah, Ibnu. S., & Subandi. (2018). Analisis Dampak Kesulitan Peserta didik pada Materi Stoikiometri Terhadap Hasil Belajar Termokimia. EduChemia (Jurnal Kimia Dan Pendidikan), 3(1), 119–134.

Arikunto, S. (2013). Dasar-Dasar Evaluasi Pendidikan Edisi Kedua. Jakarta: Bumi Aksara.

Annisa, D. S., & Fitria, Y. (2020). Hubungan Kebiasaan Belajar dengan Hasil Belajar IPA Siswa Sekolah Dasar. Journal of Basic Education Studies, 4(2), 498-508.

Dalyono. (2009). Psikologi Pendidikan. Jakarta : Rineka Cipta.

Sariati, N. K., Suardana, I. S., & Wiratini, N. M. (2020). Analisis Kesulitan Belajar Kimia Siswa Kelas XI pada Materi Larutan Penyangga. Jurnal Ilmiah Pendidikan dan Pembelajaran, 4(1), 86-97.

Atika, M. D., & Latisma, L. (2022). Description of Student Chemistry Learning Difficulties in Acid Base. Entalpi Pendidikan Kimia, 18-26.

Sukmadinata, N. S. (2009). Metode Penelitian Pendidikan. Bandung: PT. Remaja Rosdakarya

Firdaus, Muhammad., Rusman., & Zulfadli. (2021). Analisis Kesulitan Belajar Siswa Pada Materi Larutan Penyangga dengan Menggunakan Four-Tier Multiple Choice Diagnostic Test. Jurnal Chimica Didactica Acta, 9(2), 51-61.

Izza, R. I., Nurhamidah., & Elvinawati. (2021). Analisis Miskonsepsi Siswa Menggunakan Tes Diagnostik Esai Berbantuan CRI (Certainly of Response Index) Pada Pokok Bahasan Asam Basa. ALOTROP, Jurnal Pendidikan dan Ilmu Kimia, 5(1), 55-63.

Nofitasari, I., & Sihombing, Y. (2017). Deskripsi Kesulitan Belajar Peserta Didik Dan Faktor Penyebabnya Dalam Memahami Materi Listrik Dinamis Kelas X SMA Negeri 2 Bengkayang. Jurnal Penelitian Fisika Dan Aplikasinya (JPFA), 7(1), 44-53.

Arikunto, S. (2010). Evaluasi Program Pendidikan. Jakarta: Bumi Aksara.

Fariyani, Q. (2015). Pengembangan Four-Tier Diagnostic Test untuk Mengungkap Miskonsepsi Fisika Peserta didik SMA Kelas X. Journal of Innovative Science Education, 4(2), 41-49.

Riduwan. (2011). Dasar-Dasar Statistika. Bandung; Alfabeta.

Sugiyono. (2015). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.

Arikunto, S. (2012). Belajar & Faktor-Faktor yang Mempengaruhinya. Jakarta: Rineka Cipta.

Sihaloho, M, dkk. (2021). Diagnosa Miskonsepsi Siswa SMAN 1 Telaga Gorontalo pada Materi Termokimia. Jambura Journal of Educational Chemistry, 3(1), 7-13.

Irfandi., Murwindra, R., & Musdansi, D. P. (2022). Analisis Penyebab Miskonsepsi Siswa pada Materi Termokimia di SMAN 1 Teluk Kuantan. Jurnal Pendidikan dan Konseling, 4(6), 7809-7813.

Chang, R. (2004). Kimia Dasar Edisi Ketiga. Jakarta: Erlangga.

Wibowo, T., & Subagiyo, S. (2022). Flipped Classroom: Inovasi Pembelajaran untuk Meningkatkan Pemahaman Konsep Termokimia Siswa. Jurnal Pendidikan dan Pembelajaran Sains Indonesia, 5(2), 1135-143.

Zidny, R., Sopandi, W., & Kusrijadi, A. (2013). Analisis Pemahaman Konsep Siswa SMA Kelas X pada Materi Persamaan Kimia dan Stoikiometri Melalui Penggunaan Diagram Submikroskopik serta Hubungannya dengan Kemampuan Pemecahan Masalah. Jurnal Riset dan Praktik Pendidikan Kimia, 1(1), 27-36.

Slameto. (2010). Belajar & Faktor-Faktor yang Mempengaruhinya. Jakarta: Rineka Cipta.

Natakusuma, A., Suroso., & Hardati, P. (2017). Pengaruh Cara Belajar Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Geografi di SMA Negeri 2 Pekalongan. Journal Of Edu Geography, 5(3), 124–133.

Adhani, H., dkk. (2022). Gaya Belajar Siswa: Apakah Ada Hubungannya Dengan Gaya Belajar Siswa?. Journal of Classroom Action Research, 4(1), 62-71.

Author Biographies

Silvira Rahmi, Chemistry Education Study Program, Faculty of Mathematics and Science, Universitas Negeri Padang

Fajriah Azra, Chemistry Education Study Program, Faculty of Mathematics and Science, Universitas Negeri Padang

Jurusan Kimia, Universitas Negeri Padang (Akreditasi A)

License

Copyright (c) 2023 Silvira Rahmi, Fajriah Azra

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.

2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).