Analisis kemampuan bernalar ilmiah mahasiswa serta hubungannya dengan pemahaman konseptual dan algoritmatik pada topik titrasi asam-basa / Eni Mayasari

Mayasari, Eni (2018) Analisis kemampuan bernalar ilmiah mahasiswa serta hubungannya dengan pemahaman konseptual dan algoritmatik pada topik titrasi asam-basa / Eni Mayasari. Masters thesis, Universitas Negeri Malang.

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Abstract

ABSTRAK Mayasari Eni. 2018. Analisis Kemampuan Bernalar Ilmiah Mahasiswa sertaHubungannya dengan Pemahaman Konseptual dan Algoritmik pada Topik Titrasi Asam-Basa.Tesis Program StudiPendidikan Kimia Program PascasarjanaUniversitasNegeri Malang. Pembimbing (I) Prof.Effendy Ph.D. (II) Dr. FauziatulFajaroh M.S. Kata kunci kemampuan bernalar ilmiah pemahaman konseptual pemahaman algoritmik titrasi asam-basa Titrasi Asam-Basa merupakan prosedur analisis untuk menentukan konsentrasi larutan asam atau basa dengan cara mereaksikan larutan tersebut dengan larutan standar yang telah diketahui konsentrasinya. Selama proses titrasi asam-basa terjadi reaksi antara spesies-spesies dari larutan asam dan larutan basa pada level partikulat sehingga untuk mendapatkan pemahaman yang mendalam mengenai titrasi asam-basa dibutuhkan kemampuan untuk berpikir abstrak. Kemampuan tersebut adalah Kemampuan Bernalar Ilmiah (KBI). KBI semestinya berkembang sejalan dengan bertambahnya usia. Pada mahasiswa KBI idealnya telah berkembang hingga operasi formal. Individu yang telah mengembangkan KBI mereka hingga operasi formal akan mampu bernalar pada proporsi-proporsi abstrak. Namun perbedaan pengalaman belajar memungkinkan perkembangan KBI yang berbeda-beda. Perkembangan KBI yang terlambat berdampak pada performa mahasiswa dalam pembelajaran kimia. KBI dibutuhkan individu untuk dapat menerjemahkan fenomena kimia dengan tepat melalui tiga level representasi baik makroskopik sub-mikroskopik dan simbolik sehingga diperoleh pemahaman konseptual yang mendalam. Selain dibutuhkan untuk mendapatkan pemahaman konseptual yang mendalam KBI juga dibutuhkan untuk mendapatkan pemahaman algoritmik dalam pembelajaran kimia. Mengingat topik titrasi asam-basa sarat dengan konsep dan perhitungan matematik maka kebutuhan KBI tidak dapat dihindari. Banyak studi yang melaporkan hubungan KBI dengan pencapaian prestasi belajar kimia. Namun studi mengenai hubungan KBI dengan prestasi belajar kimia yang dibedakan secara spesifik ke dalam pemahaman konseptual dan pemahaman algoritmik dirasa masih kurang khususnya pada topik titrasi asam-basa. Penelitianini bertujuan (1) mendeskripsikansebaran tingkat KBImahasiswa (2) mengujihubungan tingkat KBI mahasiswa dengan pemahaman konseptual pada topik titrasi asam-basa (3) mengujihubungan tingkat KBI mahasiswa dengan pemahaman algoritmik pada topik titrasi asam-basa dan (4) menguji hubungan pemahaman konseptual dan pemahaman algoritmik mahasiswa pada topik titrasi asam-basa. Topik titrasi asam-basa pada penelitian ini dibatasi pada titrasi asam-basa monoprotik. Penelitianini menggunakan rancangandeskriptif-korelasional. Subjek penelitianini sebanyak 83 mahasiswayang mana terdiri atas 28mahasiswaTahun I 25 mahasiswa Tahun II dan 30 mahasiswa Tahun III. Data perkembangan KBI mahasiswa dikumpulkan dengan Lawson s The Classroom Test of Scientific Reasoning (LCTSR) Multiple Choice Version edisi revisi tahun 2000 yang diterjemahkan ke dalam bahasa Indonesia oleh Fermintasari Valency. Data pemahaman konseptual dan pemahaman algoritmik dikumpulkan dengan menggunakan Tes Pemahaman Konseptual (TPK) dan Tes Pemahaman Algoritmik (TPA).InstrumenTPKmemilikivaliditasisisebesar 97 85% dankoefisienreliabilitassebesar 0 901 sedangkan instrumenTPAmemilikivaliditasisisebesar94 55%dankoefisienreliabilitassebesar 0 771. Analisis kuantitatif deskriptif digunakan untuk mendeskripsikan sebaran tingkat KBI mahasiswa sedangkan uji statistik korelasional digunakan untuk menguji hubungan KBI dengan pemahaman konseptual dan pemahaman algoritmik mahasiswa serta menguji hubungan pemahaman konseptual dan pemahaman algoritmik mahasiswa. Uji statistik yang digunakan adalah statistik non-parametrik Spearman s rho Test dengan taraf signifikansi 945 0 05. Hasilpenelitianmenunjukkanbahwa (1) berdasarkan kriteria Lawson perkembangan KBI mahasiswa mengalami keterlambatan sebanyak 32% berada pada operasi konkret sebanyak 53% berada pada operasi low-formal sebanyak16% berada padaoperasi upper-formal dan tidak ada mahasiswa operasi post-formal(0%) (2) ada hubungan yang searah dan kuat antara KBI dan pemahaman konseptual mahasiswa pada topik titrasi asam-basa (3) ada hubungan yang searah namun sangat rendah antara KBI dan pemahaman algoritmik mahasiswa pada topik titrasi asam-basa (4) ada hubungan searah dan kuat antara pemahaman konseptual dan pemahaman algoritmik mahasiswa pada topik titrasi asam-basa. ABSTRACT Mayasari Eni. 2018. Analysis of College Students Scientific Reasoning Abilities and Its Relationship with Conceptual and Algorithmic Understanding of Acid-Base Titration. Thesis Chemistry Education Study Program Postgraduate State University of Malang. Supervisors (I) Prof. Effendy Ph.D. (II) Dr. Fauziatul Fajaroh M.S. Key words scientific reasoning ability conceptual understanding algorithmic understanding acid-base titration Acid-Base Titration is a procedure for determining the concentration of an acid or base solution by allowing a carefully measured volume to react with a standard solution whose concentration is known. During acid-base titration process reaction of particles of acid and basesolution occurs at particulate level so that to gain a deep understanding of acid-base titration requires the abilities to think at abstract level wich called Scientific Reasoning Abilities. Reasoning abilities suppose to grow with age. In college years reasoning abilities ideally has grown up to formal operation. Individu who have developed their reasoning abilities to formal operations will be able to reason not only in concrete object but also in abstract proportions. However the different learning experiences make the development of reasoning abilities different for one and each other. Lack of reasoning abilities have an impact on student s performance in chemistry learning. To obtain a deep conceptual understanding students must be able to translate chemical phenomena appropriately through three levels of representation both macroscopic sub-microscopic and symbolic which required reasoning abilities.Reasoning abilitiesnot only required in order to develop conceptual understanding but also required in order to develop algorithmic understanding. The topic ofacid-base titration is conceptually dense and involving many mathematical calculations which make this topic requires reasoning abilities. Many studies have showed there is relationship between reasoning abilities and chemistry learning achievement. However study about relationship between reasoning abilities and chemistry learning achievements that are specifically distinguished into conceptual and algorithmic understanding has not much done yet especially on the topic of acid-base titration. This study aims to (1) describe the distribution of students reasoning abilities level (2) examine the relationship between students reasoning abilities and conceptual understanding of acid-base titration (3) examine the relationship between students reasoning abilities and algorithmic understanding of acid-base titration (4) examine the relationship between students conceptual and algorithmic understanding of acid-base titration. The topic of acid-base titration in this study was limited to monoprotic acid-base titration. A descriptive-corelational design were applied to this study. Subjects of this study were 83 college students which consist of 28 first year students 25 second year students and 30 third year students. Lawson s The Classroom Test of Scientific Reasoning (LCTSR) A Multiple Choice Version of the 2000 revised edition translated into Indonesian by Fermintasari Valency was used to measure students reasoning abilities. Students conceptual and algorithmic understanding data were collected using the Conceptual Understanding Test (TPK) and the Algorithmic Understanding Test (TPA). TPK instrument has content validity 97.85% and reliability 0.901 while TPA instrument has content validity 94.55% and reliability 0.771. Descriptive quantitative analysis was used to describe the distribution of students reasoning abilities level while corelational statistic test was used to examine the relationship between students reasoning abilities with conceptual and algorithmic understanding and to examine the the relationship between students conceptual and algorithmic understanding. Data were analyzed using non-parametric statistical Spearman s rho Test at significance level 945 0 05. The results of this study revealed that (1) based on Lawson s criteria the development of students reasoning abilities were late 32% students were in concrete operations 53% students were in low-formal operations 16% students were in upper-formal operations and there were no students in post-formal operations (0%) (2) there is a positive and strong relationship between students reasoning abilities and conceptual understanding of acid-base titration (3) there is a positive but very low relationship between students reasoning abilities and algorithmic understanding of acid-base titration (4) there is a positive and strong relationship between students conceptual and algorithmic understanding of acid-base titration.

Item Type: Thesis (Masters)
Subjects: L Education > L Education (General)
Divisions: Fakultas Matematika dan IPA (FMIPA) > Jurusan Kimia (KIM) > S2 Pendidikan Kimia
Depositing User: Users 2 not found.
Date Deposited: 21 Feb 2018 04:29
Last Modified: 09 Sep 2018 03:00
URI: http://repository.um.ac.id/id/eprint/60189

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