Author:
Candra Utama ,Anisa Wahyu Kusumaningtyas
Abstract
A misconception is a misunderstanding of a concept by someone. Misconceptions can be experienced in various situations, one of which is in the learning process. This research takes the learning in elementary schools, especially on plant adaptation and reproduction. Misconception itself occurs due to many factors. This study aimed to determine whether there were misconceptions about plant adaptation and reproduction in the elementary schools studied. The researcher used a descriptive qualitative approach. This type of qualitative research uses a descriptive approach. The population in this study amounted to 47 students. Sampling was done using probability sampling. Data collection techniques used were tests and interviews. The test instrument used is to give 15 question numbers to students. The data analysis technique used is descriptive qualitative analysis. The study results showed that 19% of the samples had misconceptions about vegetative propagation of plants, 13% of generative plant propagation, and 2% of plant adaptation material. The teacher also explained that only a few students needed clarification, and the rest needed help understanding the concept. There are many ways to overcome misconceptions, starting from learning media, using worksheets, developing critical thinking in students, and many more. It was concluded that elementary school students have misconceptions.
Publisher
Universitas Pendidikan Ganesha
Reference50 articles.
1. Ajem, S. (2022). Penerapan Model Problem Based Learning untuk Meningkatkan Hasil Belajar Tema 1 Pertumbuhan dan Perkembangan Makhluk Hidup pada Peserta Didik Kelas III SD Negeri 01 Sawangan Kabupaten Pekalongan Tahun Pelajaran 2022 / 2023. Jurnal on Education, 5(1), 281–290. https://doi.org/10.31004/joe.v5i1.595.
2. Anggraini, F., Fitri, R. O. E., & Insani, Y. D. (2019). Miskonsepsi Siswa Sma Pada Materi Persamaan Logaritma Dengan Menggunakan Tes Diagnostik. MAJAMATH: Jurnal Matematika Dan Pendidikan Matematika, 2(1), 42–55.
3. Annuru, M. P., Maria, H. T., & Oktaviany, E. (2018). Meta-analisis skripsi mahasiswa pendidikan fisika fkip untan tentang pelaksanaan remediasi untuk mengatasi miskonsepsi siswa. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 8(6). https://doi.org/10.26418/jppk.v7i1.23653.
4. Bayuni, T. C., Sopandi, W., & Sujana, A. (2018). Identification misconception of primary school teacher education students in changes of matters using a five-tier diagnostic test. Journal of Physics: Conference Series, 1013(1). https://doi.org/10.1088/1742-6596/1013/1/012086.
5. Damayanti, H., Sarwi, S., & Astuti, B. (2018). A Study of Student’s Misconception on Light Material and How to Reduce it Using LKS-Assisted PBL at Islamic Junior High School (SMP IT) Bina Amal Semarang. Physics Communication, 2(2), 103–111. https://doi.org/10.15294/physcomm.v2i2.14392.