EFEKTIVITAS PENERAPAN MODUL STOIKIOMETRI BERDASARKAN KONSEP SUKAR DAN KESALAHAN KONSEP PADA PEMAHAMAN DAN PERSEPSI PESERTA DIDIK KELAS X MIA SMAN 1 MALANG

• Main Authors: Sutinah Sutinah, Fariati Fariati, Oktavia Sulistina
• Format: Article
• Language: Indonesian
• Published: Universitas Negeri Malang 2016-12-01
• Series: J-PEK (Jurnal Pembelajaran Kimia)
• Online Access: http://journal2.um.ac.id/index.php/j-pek/article/view/762

Abstrak Tujuan penelitian untuk mendeskripsikan ketuntasan belajar, pemahaman konsep, dan persepsi peserta didik, serta mengetahui efektivitas modul stoikiometri berdasarkan konsep sukar dan kesalahan konsep dibandingkan latihan soal. Pengumpulan data menggunakan dua set soal tes diagnostik dan angket persepsi peserta didik. Data selanjutnya dianalisis secara deskriptif dan statistik. Hasil penelitian menyatakan peserta didik yang belum tuntas dan dibelajarkan dengan bantuan modul dan latihan soal pada ketuntasan belajar mencapai 49,27% dan 31,88%, penurunan konsep sukar sebanyak 16,94% dan 14,38%, serta penurunan kesalahan konsep sejumlah 10,0% dan 4,6%. Persepsi peserta didik terhadap isi dan pembelajaran menggunakan modul sangat positif. Hasil uji-t pihak kanan menunjukkan bahwa modul stoikiometri lebih efektif untuk meningkatkan pemahaman konsep peserta didik yang belum tuntas dibandingkan dengan latihan soal (thitung(2,923) > ttabel (1,995)).   Kata kunci: modul stoikiometri, konsep sukar, kesalahan konsep, pemahaman, persepsi   Abstract The purposes of the research were to describe students' mastery learning, understanding, perception, and to determine the effectiveness of the stoichiometry module based on difficult concept and misconception which were compared with the exercises. Collecting datas used two set of diagnostic tests and a questionnaire student's perceptions. Analysis technique data used descriptive and statistic analysis. The results of research showed that students who were taught with module and those who were taught with exercises had average percentages as following: mastery learning were 49,27% and 31,88%, reduction of difficult concept were 16,94% and 14,38%, and reduction of misconception were 10,0% and 4,6% respectively. Students' perception of the module's content and learning that uses modules were very positive. The result one sample t-test of showed that stoichiometry module based on difficult concept and mosconception was more effective to improve the understanding of students in the topic of stoichiometry than exercises (thitung(2,923) > ttabel (1,995)).   Keywords: stoichiometry module, difficult concept, misconception, understanding, perception