ANALISIS MISKONSEPSI SISWA SMP KELAS IX PADA MATERI REAKSI KIMIA DAN DINAMIKANYA

Oleh :
Sofia Hana Farida - K4522088 - Fak. KIP

ABSTRAKSofia Hana Farida. K4522088. Pembimbing I: Febriani Sarwendah Asri Nugraheni, S.Pd., M.Pd. ANALISIS MISKONSEPSI SISWA SMP KELAS IX PADA MATERI REAKSI KIMIA DAN DINAMIKANYA. Tugas Akhir, Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret, Juli 2026.Penelitian ini bertujuan untuk (1) mengetahui kategori pemahaman konsep siswa kelas IX, (2) mengidentifikasi miskonsepsi yang dialami siswa pada setiap submateri, serta (3) mendeskripsikan faktor-faktor terjadinya miskonsepsi pada materi reaksi kimia dan dinamikanya. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Penelitian ini dilaksanakan di SMP Negeri 24 Surakarta dengan subjek penelitian sebanyak 31 siswa kelas IX E yang dipilih menggunakan teknik accidental sampling. Pengumpulan data dilakukan melalui tes diagnostik two-tier multiple choice berbantuan Certainty of Response Index (CRI) sebanyak 14 butir soal dan wawancara semi terstruktur. Hasil penelitian menunjukkan bahwa kategori paham konsep (PK) memiliki persentase tertinggi sebesar 41,94%, diikuti kategori miskonsepsi (M) sebesar 34,10%, kategori tidak tahu konsep (TTK) sebesar 14,75% dan kategori paham konsep kurang yakin (PKKY) sebesar 9,22%. Persentase miskonsepsi tertinggi terjadi pada submateri reaksi kimia sebesar 40,32% dan terendah pada submateri asam basa sebesar 26,61%. Miskonsepsi yang ditemukan yaitu kesalahan mengidentifikasi perubahan kimia, memaknai simbol dalam persamaan reaksi, mengklasifikasikan jenis reaksi, menjelaskan sifat asam basa dalam kehidupan sehari-hari, menentukan sifat asam basa menggunakan indikator, membedakan reaksi endotermik dan eksotermik serta menjelaskan pengaruh luas permukaan dan suhu terhadap laju reaksi. Faktor penyebab miskonsepsi dipengaruhi oleh faktor internal berupa prakonsepsi, keterbatasan kognitif, kurangnya rasa percaya diri dan rendahnya minat belajar. Faktor eksternal berupa kualitas sumber belajar, penjelasan guru yang kurang mendalam dan tidak adanya kegiatan praktikum. Berdasarkan hasil penelitian, dapat disimpulkan bahwa miskonsepsi masih banyak terjadi pada seluruh submateri sehingga diperlukan strategi pembelajaran yang menekankan pemahaman konsep untuk membantu memperbaiki miskonsepsi siswa.ABSTRACTSofia Hana Farida. K4522088. Advisor: Febriani Sarwendah Asri Nugraheni, S.Pd., M.Pd. ANALYSIS OF NINTH-GRADE JUNIOR HIGH SCHOOL STUDENTS' MISCONCEPTIONS ON THE TOPIC OF CHEMICAL REACTIONS AND THEIR DYNAMICS. Undergraduate Thesis, Faculty of Teacher Training and Education, Universitas Sebelas Maret, July 2026.This study aimed to (1) determine the categories of concept understanding among ninth-grade students, (2) identify the misconceptions experienced by students in each sub-topic, and (3) describe the factors underlying the occurrence of misconceptions on the topic of chemical reactions and their dynamics. This study employed a qualitative descriptive approach. It was conducted at SMP Negeri 24 Surakarta with 31 students of class IX E selected through accidental sampling as the research subjects. Data were collected through a 14-item two-tier multiple-choice diagnostic test assisted by the Certainty of Response Index (CRI) and semi-structured interviews. The results showed that the understood-the-concept (PK) category had the highest percentage at 41.94%, followed by the misconception (M) category at 34.10%, the did-not-understand-the-concept (TTK) category at 14.75%, and the understood-the-concept-but-unsure (PKKY) category at 9.22%. The highest percentage of misconceptions occurred in the chemical reactions sub-topic at 40.32%, while the lowest occurred in the acid-base sub-topic at 26.61%. The misconceptions identified included errors in identifying chemical changes, interpreting symbols in chemical equations, classifying types of reactions, explaining acid-base properties in daily life, determining acid-base properties using indicators, distinguishing between endothermic and exothermic reactions, and explaining the effects of surface area and temperature on reaction rate. The factors underlying these misconceptions consisted of internal factors, namely prior conceptions, limited cognitive ability, lack of self-confidence, and low learning interest, as well as external factors, namely the quality of learning resources, insufficiently in-depth teacher explanations, and the absence of practical activities. Based on these findings, it can be concluded that misconceptions still occur considerably across all sub-topics, so a learning strategy that places greater emphasis on conceptual understanding is needed to help remediate students' misconceptions.