Profil Miskonsepsi Menggunakan Four-Tier Diagnostic Test dan Remediasi Pada Peserta Didik Kelas XI Submateri Transpor Membran

Profile of Misconceptions Using Four-Tier Diagnostic Test and Remediation in Class XI Students Membrane Transport Submaterial

Miskonsepsi menjadi faktor terhadap penerimaan konsep pada peserta didik. Miskonsepsi perlu diidentifikasi dan diremediasi untuk mencegah kesalahpahaman terhadap konsep selanjutnya. Miskonsepsi adalah keyakinan konseptual peserta didik namun tidak sejalan dengan kebenaran di kalangan ahli. Penelitian ini bertujuan untuk menganalisis profil konsepsi peserta didik melalui instrumen four-tier diagnostic test dan mendeskripsikan hubungan antara remediasi Concept Attainment Model (CAM) dengan profil konsepsi peserta didik. Penelitian ini merupakan penelitian kuantitatif disertai survei dengan rancangan one group pretest-posttest design yaitu adaptasi soal four-tier diagnostic test, uji soal pretest, perlakuan CAM, uji soal posttest, analisis hasil penelitian dengan tabel kategori dan kriteria tingkat miskonsepsi, membandingkan hasil pretest dan posttest, dan wawancara. Subjek dalam penelitian ini adalah peserta didik XI-B Madrasah Aliyah Negeri 1 Pasuruan yang berjumlah 35 orang. Hasil penelitian menunjukkan bahwa rata-rata profil konsepsi siswa sebelum perlakuan yaitu miskonsepsi 15%, tidak paham konsep 8%, paham sebagian 49%, dan paham konsep 28%. Setelah perlakuan Concept Attainment Model (CAM), rata-rata profil konsepsi peserta didik miskonsepsi menurun menjadi 7%, tidak paham konsep menurun menjadi 2%, paham sebagian menurun menjadi 24%, dan paham konsep meningkat menjadi 67%. Hal ini membuktikan bahwa terdapat pengaruh atau perubahan sebelum dan sesudah diberikan remediasi pembelajaran Concept Attainment Model (CAM).

Kata kunci: miskonsepsi, transpor membran, remediasi, Concept Attainment Model (CAM).

Misconceptions are a factor in students' acceptance of concepts. Misconceptions need to be identified and remediated to prevent further misunderstanding of the concept. Misconceptions are students' conceptual beliefs that are not in line with the truth among experts. This research aims to analyze students' conceptual profiles using a four-tier diagnostic test instrument and describe the relationship between Concept Attainment Model (CAM) remediation and students' conceptual profiles. This research is quantitative research accompanied by a survey with a one-group pretest-posttest design, namely adaptation of four-tier diagnostic test questions, pretest question test, CAM treatment, posttest question test, analysis of research results using category tables and criteria for misconception levels, comparing pretest results and posttest, and interview. The subjects in this research were 35 students of XI-B Madrasah Aliyah Negeri 1 Pasuruan. The results of the research showed that the average profile of students' conceptions before treatment was 15% misconception, 8% did not understand the concept, 49% partially understood, and 28% understood the concept. After the Concept Attainment Model (CAM) treatment, the average conceptual profile of students with misconceptions decreased to 7%, not understanding the concept decreased to 2%, partial understanding decreased to 24%, and understanding the concept increased to 67%. This proves that there is an influence or change before and after being given Concept Attainment Model (CAM) learning remediation.

Keywords: misconceptions, membrane transport, remediation, Concept Attainment Model (CAM).