Analisis Miskonsepsi Buku Biologi Kurikulum 2013 Kelas X Pada Materi Ekosistem

Authors

  • Syarifah Widya Ulfa Universitas Islam Negeri Sumatera Utara
  • Fany Erlangga Saragih Universitas Islam Negeri Sumatera Utara
  • Yulianti Sinurat Universitas Islam Negeri Sumatera Utara
  • Putri Rizq Achyari Universitas Islam Negeri Sumatera Utara
  • Raini Dahriana Pulungan Universitas Islam Negeri Sumatera Utara
  • Muhammad Fazil Mawla Lubis Universitas Islam Negeri Sumatera Utara

DOI:

https://doi.org/10.59841/inoved.v2i3.1406

Keywords:

Misconceptions, Biology, 2013 Curriculum, High School Students, Ecosystem

Abstract

This research analyzes misconceptions in the 2013 Biology curriculum book for class X, especially regarding ecosystem material. Using qualitative descriptive methods, this research identifies parts of the book that have the potential to cause misconceptions and involves interviews and questionnaires with students and teachers. The results show that less than 10% of concepts experience misconceptions, with the highest level of misconceptions in the concepts of food chains and energy flow. Most misconceptions are caused by students' lack of understanding of teacher explanations that are difficult to understand. Students tend to look for references on the internet to clarify material, but this also has the potential to increase misconceptions if the source is not clear. Lecture-based learning methods and the use of PowerPoint media without in-depth explanations also contribute to misconceptions. This research emphasizes the importance of meaningful and participatory learning to reduce student misconceptions.

References

Alawiyah, N. S., Ngadimin, & Hamid, A. (2017). Identifikasi miskonsepsi siswa dengan menggunakan metode indeks respon kepastian (IRK) pada materi impuls dan momentum linear di SMA negeri 2 banda aceh. Jurnal Ilmiah Mahasiswa (JIM), 2(2), 272-276.

Alonemarera, A. S. (2020). Identifikasi Miskonsepsi Mahasiswa Pendidikan Biologi Pada Materi Genetika Menggunakan Certainty of Response Indeks (Cri). Jurnal Biotek, 8(2).

Eromosole, O. E., & Ekholuenetale, M. (2016). On misconceptions of ecological concepts among publicsenior secondary schools students in Benin city Nigeria. International Journal of Innovation and Scientific Research, 27(1), 109-118.

Hidayatun, N., Karyanto, P., Fatmawati, U., & Mujiyati. (2015). Penerapan e-module berbasis problem-based learning untuk meningkatkan kemampuan berpikir kreatif dan mengurangi miskonsepsi pada materi ekologi siswa kelas X MIPA 3 SMA Negeri 6 Surakarta tahun pelajaran 2014/2015. Jurnal Bioedukasi, 8(2), 28-32.

Nurhidayah, L., Riandi, & Rini, S. (2020). Identifikasi miskonsepsi siswa SMA pada topik ekosistem. Assimilation: Indonesian Journal of Biology Education, 3(1), 12-17.

Shalihah, A., Mulhayatiah, D., & Alatas, F. (2019). Identifikasi Miskonsepsi Menggunakan Tes Diagnostik Three-Tier Pada Hukum Newton Dan Penerapannya. Journal of Teaching and Learning Physics, 1(1), 24-33. https://doi.org/10.15575/jotalp.v1i1.3438.

Tekkaya, C. (2002). Misconceptions as barrier to understanding biology. Hacettepe Egitim Dergisi, 23, 259-266.

Published

2024-06-28

How to Cite

Syarifah Widya Ulfa, Fany Erlangga Saragih, Yulianti Sinurat, Putri Rizq Achyari, Raini Dahriana Pulungan, & Muhammad Fazil Mawla Lubis. (2024). Analisis Miskonsepsi Buku Biologi Kurikulum 2013 Kelas X Pada Materi Ekosistem. Journal Innovation In Education, 2(3), 174–179. https://doi.org/10.59841/inoved.v2i3.1406