IDENTIFIKASI MISKONSEPSI MAHASISWA PENDIDIKAN BIOLOGI PADA MATERI GENETIKA MENGGUNAKAN CERTAINTY OF RESPONSE INDEKS (CRI)
Abstrak
This study is a qualitative descriptive study that aims to identify the student misconceptions on genetic material. The research was conducted at Sembilanbelas November University Kolaka. The research subjects were 23 students of the biology education study program who programmed the genetics course. Research data were collected using the Certainty of Response Index(CRI) diagnostic test technique to determine the location of misconception and interviews to determine the causes of misconception. The results showed the percentage of students understanding the genetic material of those who did not know the concept, knew the concept and experienced misconception was 17%, 39%, and 44%, respectively. There were misconceptions on five genetic submissions where the highest occurred in the sub material structure of gene organization with a percentage of 54%. The causes of students experiencing misconceptions are a passive attitude to seek information (43,5%), abstract genetic material (26,1%), learning methods that prioritize memorization techniques (17,4%), the use of high school books as the main reading reference (8,7%), and inability to translate the contents of reading material appropriately (4,3%). The conclusion is students experience misconceptions in all genetic sub materials tested with the highest percentage occurring in the sub-material of the gene organization structure. The most cause of the misconception is the passive attitude of students. There might be a need for the students to be more actively involved in building understanding, including independence in searching for information.
##plugins.generic.usageStats.downloads##
Referensi
Abraham, M.R., Grzybowski, E.B., Renner, J.W., & Marek, E.A. (1992). Understanding and Misunderstanding of Eighth Graders of Five Chemistry Concepts Found in Textbooks. Journal of Research in Science Teaching, 29 (2): 105-120. https://psycnet.apa.org/doi/10.1002/tea.3660290203
Andrews, T.M., Price, R.M., Mead, L.S., McElhinny, T.L., Thanukos, A., Perez, K.E., Herreid, C.F., Terry, D.R., & Lemons, P.P. (2012). Biology Undergraduates: Misconceptions about Genetic Drift. Journal of CBE-Life Science Education, 11(3): 248-259. https://doi.org/10.1187/cbe.11-12-0107
Ariandini, D., Anggraeni, S., & Aryani, A. (2013). Identifikasi Miskonsepsi Siswa SMP pada Konsep Fotosintesis Melalui Analisis Gambar. Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam (Online), Vol. 18, No. 2 (http://jurnal.upi.edu/0/view/2113/identifikasi-miskonsepsi--siswa-smp-pada konsep-fotosintesis-melalui-analisis-gambar.html.
Awal, R., Afidah, M., & Wahyuni, S. (2018). Analisis Miskonsepsi Biologi Sel Pada Mahasiswa Prodi Pendidikan Biologi Universitas Lancang Kuning. Lectura: Jurnal Pendidikan, 9 (1): 86-94. https://doi.org/10.31849/lectura.v9i1.1000
Baser, M. & Geban, O. (2007). Effect of Instruction Based on Conceptual Change
Activities on Students’ Understanding of Static Electricity Concepts. Research in
Science & Technological Education, 25 (2): 243-267. https://doi.org/10.1080/02635140701250857
Bhinnety, M. (2008). Stuktur dan Proses Memori. Buletin Psikologi (Online), Vol. 16, No. 2 (https://jurnal.ugm.ac.id/buletinpsikologi/article/view/7375.
Burgoon, J. N., Heddle, M. L., & Duran, E. (2010). Re-Examining the Similarities
Between Teacher and Student Conceptions About Physical Science. Journal of
Science Teacher Education, 21 (7): 859-872. https://doi.org/10.1007/s10972-009-9177-0
Dikmenli, M., Cardak, O., & Kiray, S.A. (2011). Science Student Teachers’ Ideas about the ‘Gene’ Concept. Procedia-Social and Behavioral Sciences (Online), Vol. 15, No.482 (https://www.sciencedirect.com/science/article/pii/S1877042811007014.
Fitria, A. (2014). Miskonsepsi Mahasiswa dalam Menentukan Grup pada Struktur Aljabar Menggunakan Certainty of Response Index (CRI) di Jurusan Pendidikan Matematika IAIN Antasari. Jurnal Pendidikan Matematika (Online), 1(2). https://jurnal.uin-antasari.ac.id/index.php/jpm/article/view/50.
Fisher, K.M. (1985). A Misconception in Biology: Amino Acids and Translation. Journal of Research in Science Teaching, 22 (1): 53-62. https://doi.org/10.1002/tea.3660220105
Hala, Y., Syahdan, U.A., Halifah, P., & Saenab, S. (2018). Identification of Misconceptions on Cell Concepts among Biology Teachers by Using CRI Method. Journal of Physics (Online), Conference Series 1028 (2018) 012025 (https://iopscience.iop.org/article/10.1088/17426596/1028 /1/012025.
Hasan, S., Bagayoko, D., & Kelley, E.L. (1999). Misconceptions and The Certainty of Response Index (CRI). Physics Education, 34 (5): 294-299. https://iopscience.iop.org/article/10.1088/0031-9120/34/5/304
Herlanti. (2007). Tanya Jawab Seputar Penelitian Pendidikan Sains. Jakarta: Jurusan Pendidikan IPA Fakultas Tarbiyah dan Ilmu Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Maesyarah, Jufri, A. W., & Kusmiyati. (2015). Analisis Penguasaan Konsep dan Miskonsepsi Biologi dengan Teknik Modifikasi Certainty of Response Index pada Siswa SMP se-Kota Sumbawa Besar. Jurnal Pijar Mipa, 10 (1): 1-6. http://dx.doi.org/10.29303/jpm.v10i1.8
Maryuningsih, Y., Hidayat, T., Riandi, & Rustaman, N.Y. (2018). Penerapan Analogi pada Perkuliahan Genetika untuk Menumbuhkan Keterampilan Penalaran Ilmiah (Scientific Reasoning). Jurnal Bioedukatika, 6 (2): 59-66. http://dx.doi.org/10.26555/bioedukatika.v6i2.9429
Meilinda. (2009). E-modul Interaktif Berbasis Kontruktivisme pada Materi Genetika untuk meningkatkan Kompetensi Guru Biologi SLTP. Tesis. Tidak diterbitkan. Bandung: Jurusan Pendidikan IPA Sekolah Pascasarjana Universitas Pendidikan Indonesia.
Mufit, F., Festiyed, F., Fauzan, A., & Lufri, L. (2018). Impact of Learning Model Based
on Cognitive Conflict toward Student’s Conceptual Understanding. IOP Conference Series: Materials Science and Engineering (Online), Vol. 335, No. 1 (https://iopscience.iop.org/article/10.1088/1757-899X/335/1/012072.
Murni, D. (2013). Identifikasi Miskonsepsi Mahasiswa Pada Konsep Substansi Genetika Menggunakan Certainty of Response Index (CRI). Prosiding Semirata FMIPA Universitas Lampung 1(1) (https://jurnal.fmipa.unila.ac.id/semirata/article/view/671.
Mustika, A.A., Hala, Y., & Arsal, A.F. (2014). Identifikasi Miskonsepsi Mahasiswa Biologi Universitas Negeri Makassar pada Konsep Genetika dengan Metode CRI. Jurnal Sainsmat, 3 (2): 122-129. https://ojs.unm.ac.id/index.php/sainsmat/article/view/1119
Nurlaila, L. (2016). Analisis Miskonsepsi dan Kemampuan Argumentasi Ilmiah Mahasiswa Pendidikan Biologi Pada Konsep Genetika Molekuler. Tesis. Tidak diterbitkan. Bandung: Jurusan Pendidikan IPA Sekolah Pascasarjana Universitas Pendidikan Indonesia.
Puspita, I. D. (2015). Retensi Pengetahuan, Sikap, dan Perilaku Pasca Pelatihan Gizi Seimbang pada Siswa Kelas 5 dan 6 di 10 Sekolah Dasar Terpilih Kota Depok Tahun 2012. Bina Widya 26(1). https://lib.atmajaya.ac.id/default.aspx?tabID=61&id=312933&src=a.
Siswana, R., Armen, & Helendra. (2017). Identifikasi Miskonsepsi Materi Fotosintesis pada Siswa Kelas IX SMPN 7 Padang Menggunakan Tes Diagnostik Two Tier Multiple Choice. Jurnal Biosains, 1 (2): 277-284. http://ejournal.unp.ac.id/students/index.php/bio/issue/download/355/59
Smith, M.K. & Knight, J.K. (2012). Using the Genetics Concept Assessment to
Document Persistent Conceptual Difficulties in Undergraduate Genetics
Courses. Genetics, 191 (1): 21-32. https://doi.org/10.1534/genetics.111.137810
Suparno, P. (2013). Miskonsepsi & Perubahan Konsep dalam Pendidikan Fisika. Jakarta:
PT Grasindo.
Suwarto. (2013). Pengembangan Tes Diagnostik dalam Pembelajaran.
Yogyakarta: Pustaka Pelajar.
Syahyani, I. (2013). Analisis Miskonsepsi Materi Buku Pelajaran Biologi Kelas XII untuk Sekolah Menengah Atas. Jurnal Inovasi Pendidikan, 5 (2): 72-78. https://jurnal.umsb.ac.id/index.php/inovasipendidikan/article/view/1138
Tayubi, Y.R. (2005). Identifikasi Miskonsepsi Pada Konsep-Konsep Fisika Menggunakan Certainty of Response Index (CRI). Mimbar Pendidikan, 3 (24): 4-9. https://dik.si/JeWQc
Wakhida, F.N. (2016). Analisis Miskonsepsi IPA Materi Sifat-Sifat Cahaya Pada Siswa Kelas V SDN Kebonsari 04 Tahun Pelajaran 2015/2016. Skripsi. Tidak diterbitkan. Jember: Jurusan Ilmu Pendidikan Fakultas Keguruan dan Ilmu Pendidikan Universitas Jember.
Woody, S. & Himelblau, E. (2013). Understanding & Teaching Genetics Using Analogies. The American Biology Teacher, 75 (9): 664–669. https://doi.org/10.1525/abt.2013.75.9.7
##submission.copyrightStatement##
##submission.license.cc.by-sa4.footer##Authors who publish with Jurnal Biotek agree to the following terms: Authors retain the copyright and grant Universitas Islam Negeri Alauddin Makassar right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Universitas Islam Negeri Alauddin Makassar. 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 Universitas Islam Negeri Alauddin Makassar. 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).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
