DEVELOPMENT OF LEARNING TOOLS FOR INQUIRY MODEL WITH MULTIREPRESENTATION ASSISTED BY PIMOTS (PREVENTING MISCONCEPTION WEBSITES) TO PREVENT MISCONCEPTIONS ON REACTION RATE MATERIAL
Kimia terdiri dari tiga representasi yaitu: makroskopis, sub-mikroskopis, dan simbolik. Ketidakmampuan peserta didik untuk memahami ketiga representasi tersebut dapat menyebabkan miskonsepsi. Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran model inkuiri dengan multirepresentasi berbantuan PIMOTS (preventing misconception websites) yang layak digunakan untuk mencegah miskonsepsi peserta didik pada materi laju reaksi. Desain penelitian yang digunakan yaitu penelitian pengembangan model 4-D dengan uji coba pada kelas XI-1, XI-2, dan XI-3 SMA Khadijah. Hasil penelitian dianalisis secara deskriptif kuantitatif. Penelitian ini mendapatkan (1) data validitas ditinjau dari modus penilaian validator pada validasi isi dan validasi konstruk perangkat pembelajaran yang dikembangkan dinyatakan sangat valid, (2) data kepraktisan ditinjau dari rata-rata hasil keterlaksanaan pembelajaran 93% dengan kategori sangat baik, keterlaksanaan aktivitas peserta didik 90% dengan kategori sangat baik, dan respon peserta didik 89% dengan kategori sangat merespon, sehingga perangkat pembelajaran dinyatakan praktis, (3) data keefektifan ditinjau dari nilai signifikansi uji wilcoxon < 0,05 yang menunjukkan miskonsepsi menurun, nilai signifikansi uji-t berpasangan < 0,05 yang menunjukkan skor posttest lebih besar daripada pretest, serta mendapatkan skor N-Gain > 0,5 dengan kategori sedang dan skor N-Gain > 0,7 dengan kategori tinggi, sehingga perangkat pembelajaran dinyatakan efektif. Dapat disimpulkan bahwa perangkat pembelajaran model inkuiri dengan multirepresentasi yang dikembangkan layak digunakan pada pembelajaran untuk mencegah miskonsepsi pada materi laju reaksi.
Kata Kunci: Inkuiri, Multirepresentasi, Websites, Miskonsepsi, Laju Reaksi
Chemistry consists of three representations, namely: macroscopic, sub-microscopic, and symbolic. The inability of students to understand these three representations can cause misconceptions. This study aims to produce an inquiry model learning device with multi-representation assisted by PIMOTS (preventing misconception websites), which is feasible to use to prevent students' misconceptions of reaction rate material. The research design used is a 4-D model development research, which includes stages: defining, designing, developing, and disseminating with trials in classes XI-1, XI-2, and XI-3 of Khadijah High School. The research results were analyzed descriptively and quantitatively. This study obtained (1) validity data in terms of the validator's assessment mode on content validation and construct validation of learning devices developed, which was declared very valid. (2) Practicality data is reviewed from the average results of the implementation of learning 93% with a very good category, the implementation of student activities 90% with a very good category, and 89% student responses with a very responsive category, so that the learning device is declared practical. (3) The effectiveness data is reviewed from the significance value of the Wilcoxon test <0.05, which shows a misconceptions of students decrease, the significance value of the paired t-test <0.05, which shows the posttest score is greater than the pretest, and get an N-Gain score> 0.5 with a medium category and an N-Gain score> 0.7 with a high category, so that the learning device is declared effective. It can be concluded that the developed multi-representation inquiry model learning tools are feasible to use to prevent misconceptions in reaction rate lesson.
Keywords: Inquiry, Multirepresentation, Websites, Misconception, Reaction Rate