Development of Worksheet of Conceptual Change to Reduce Misconceptions about VSEPR and Hybridization for Low Imagination Students
Abstract
Abstract: Efforts to reduce the misconceptions of students with low imagination ability on the VSEPR concept and hybridization are urgent to do. This study aims to produce a worksheet of conceptual change (WCC) that is suitable for reducing VSEPR misconceptions and hybridization in students with low imagination ability. This development research followed the 4 D model stages (Define, Design, Develop, and Disseminate) and only reached the third stage. The research data were analyzed descriptively. The results of the study (1) The two WCCs (VSEPR concept and hybridization concept) that were developed were declared to meet the requirements of construct and content validity with the majority of the highest mode values being 5 (very valid) and there were no conceptual errors; (2) The two WCCs developed were found to be practical to use; the majority (above 85 percent) of user students gave a positive assessment of the 14 practicality indicators, and (3) Both WCCs were declared effective because the majority of students (90 percent, respectively) had successfully changed their conceptions to understand concepts. Thus, it can be concluded that the two WCCs developed are suitable for reducing VSEPR misconceptions and hybridization in students with low imagination abilities.
Keywords: development, worksheet of conceptual change, low imagination.
Abstrak: Upaya mereduksi miskonsepsi siswa berkemampuan imajinasi rendah pada konsep VSEPR dan hibridisasi urgen untuk dilakukan. Penelitian ini bertujuan untuk menghasilkan lembar kerja perubahan konseptual (WCC) yang layak digunakan untuk mereduksi miskonsepsi VSEPR dan hibridisasi pada siswa berkemampuan imajinasi rendah. Penelitian pengembangan ini mengikuti tahapan 4-D model (Define, Design, Develop, dan Disseminate) dan baru sampai tahap ketiga. Data hasil penelitian dianalisis secara deskriptif. Hasil penelitian: (1) Dua WCC (konsep VSEPR dan konsep hibridisasi) yang dikembangkan dinyatakan memenuhi syarat validitas konstruk dan isi dengan mayoritas nilai modus tertinggi 5 (sangat valid) dan tidak terdapat kesalahan konsep; (2) Dua WCC yang dikembangkan dinyatakan praktis digunakan; mayoritas (di atas 85 persen) siswa pengguna memberikan penilain positif terhadap 14 indikator kepraktisan, dan (3) Kedua WCC dinyatakan efektif karena mayoritas siswa (90 persen, masing-masing) berhasil diubah konsepsinya menjadi paham konsep. Dengan demikian dapat disimpulkan bahwa kedua WCC yang dikembangkan layak digunakan untuk mereduksi miskonsepsi VSEPR dan hibridisasi pada siswa berkemampuan imajinasi rendah.
Kata kunci: pengembangan, lembar kerja perubahan konseptual, imajinasi rendah.
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A. C. Queloz, C. Schär, R. Wallny, A. Bonaccorso, & P. Schmidt. (2015). Retreived 01 September, 2018 from http://blogs.ethz.ch/refreshteaching/files/2015/01/RefreshTeaching_Misconceptions_LET.pdf
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