KAJIAN MISKONSEPSI DALAM MATERI FOTOSINTESIS DAN RESPIRASI TUMBUHAN PADA MAHASISWA JURUSAN PENDIDIKAN BIOLOGI UNIVERSITAS PENDIDIKAN GANESHA TAHUN PELAJARAN 2010/2011

Abstract

Misconception can be happened in various kinds of academician level. Biology student teacher also can have misconception problem. This situation needs concern, because student teacher plays important role to teach the correct concept while become a teacher.

This study aimed at describing the misconception of student in Biology Education Department at Ganesh University of Education that located in Singaraja, on photosynthesis and plant respiration subject. The aim of this research operationally was to describe: (1) student misconception, (2) the cause of student misconception in photosynthesis and plant respiration concepts.

This study is a qualitative research conducted at Biology Education Department by involving some informants which consisted of 24 students from the B class of sixth semester. The study used observation, interview and study documentation as the methods of data collection and the implementation adapted to the needs and condition in the field to ascertain more accurate data from the supporting sources.

The results were as follow: (1) the student misconception profile was varied, on the misconception average 47,36%, (2) the cause of student misconception was dominantly come from themselves, on the average 96,80% and form the book on the average 3,20%. The general conclusion of this study was that, the misconception profile of student from the B class of sixth semester in Biology Education Department at Ganesh University of Education about photosynthesis and plant respiration was varied. This proved that student had many conceptions about a concept, although the subject has been learned. The average of student misconception was 47,36%. The cause was dominantly come from themselves. It is suggested and recommended the student to improve their concept understanding in order to eliminate their misconception. The effort that can be used by the student, e. g. make discussions, study regularly, and make assignment from the lecturer seriously to change student misconception become scientific conception.