AN ANALYSIS OF STUDENTS’ MISCONCEPTION AND LEARNING METHODS USED IN CONFIRMING SURFACE AREA CONCEPTS IN RATE REACTION TOPIC AS BASIC TO DEVELOP SURFACE AREA GAME
Dwi Gunarti*, Ijang Rohman**, Fitri Khoerunnisa*** Indonesian University of Education email@example.com
This study aims to determine how much misconception students and learning methods used in conveying the concept of surface area as the basis for the development of surface area game. The method used in this research is descriptive qualitative. The research instrument uses essays for students and interviews with chemistry teachers. The results of this study indicate that students are still experiencing misconceptions on the concept of surface area. The existence of student misconception is caused by the student factor and the learning method used in conveying the surface area. Students have not understood the concept well, and students still retain the initial concept of surface area definition in mathematics lessons. The learning method used to convey the concept of surface area is still using the lecture method with explanations that force students to memorize the concept. The results of misconception analysis obtained in this study are used as a basis in developing the surface area game.
Keywords: Misconception analysis, Reaction rate, Surface area, Surface area game.
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