ANALYSIS OF STUDENT’S MISCONCEPTIONS ON BASIC CONCEPTS OF NATURAL SCIENCE THROUGH CRI (CERTAINLY OF RESPONSE INDEX), CLINICAL INTERVIEW AND CONCEPT MAP

Abstrak / Ringkasan

The study is a descriptive study aims to investigate student’s
misconceptions in basic concepts of natural science through CRI (Certainly of
Response Index), clinical interview and concept map. The basic concepts of natural
science consist of concepts of Biology including cell concept and cell division,
cellular respiration, photosynthesis, and heredity; concepts of Chemistry including
atomic structure and periodic system of elements, stoichiometry, thermochemistry,
and chemical kinetics; concepts of Physics including fluid, waves, electricity, and
mechanics. Subjects of the study were 131 students majoring in Natural Science
Education, class of 2010. Data were obtained by using achievement test and
interview guidelines. The results show that both student misconceptions on Biology
and Chemistry were categorized as low (26%), while Physic was categorized as
moderate (32%). On Biology, the highest misconception for Heredity concept was
second Mendel’s Law (87%). On Chemistry, the highest misconception for Atomic
Structure and Periodic System concept was electron configuration and elements
stability concept (87%). On Physics, the highest misconception for Electricity
concept was the function of electronic components. It suggested designing science
instruction by constructivism approach that detects the student’s preconceptions and
designs the instruction from the preconceptions. The main principle in correcting
student’s misconception is gives the students learning experiences that show a
conflict of the concept with natural events. Thus, hopefully, this conflict of
experiences with the previous concept can cause a correction in conception.

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