ANALYSIS OF STUDENT MISCONCEPTIONS ON ATOMIC, MOLECULAR, AND IONIC MATTER: THE FOUNDATION OF DEVELOPING AUGMENTED REALITY AS AN INNOVATIVE SOLUTION
ANALISIS MISKONSEPSI SISWA PADA MATERI ATOM, MOLEKUL, DAN ION: LANDASAN PENGEMBANGAN AUGMENTED REALITY SEBAGAI SOLUSI INOVATIF
DOI:
https://doi.org/10.20414/spin.v6i1.9487Keywords:
Miskonsepsi, Pemahaman siswa, Augmented Reality, Representasi Kimia, PembelajaranAbstract
Studi ini menganalisis miskonsepsi siswa pada materi atom, molekul, dan ion serta merancang solusi inovatif menggunakan Augmented Reality (AR). Materi tersebut menjadi dasar dalam ilmu kimia, namun pemahaman siswa seringkali kurang memadai dan miskonsepsi. Metode penelitian yang digunakan adalah deskriptif dengan pendekatan kualitatif dan kuantitatif. Instrumen three-tier diagnostic digunakan untuk mengidentifikasi miskonsepsi siswa, dilengkapi dengan wawancara guru. Sampel penelitian melibatkan 2 guru dan 61 siswa dari MA Nahdlatul Falah dan SMK Karya Budi di Kab. Bandung. Hasil analisis miskonsepsi menunjukkan pola miskonsepsi pada konsep atom, molekul, dan ion. Miskonsepsi melibatkan kesalahan factual, konseptual, dan metakognitif. Untuk mengatasi miskonsepsi, pengembangan instrumen three-tier diagnostic diperluas dengan pendekatan multi-representasi, mencakup representasi makroskopis, submikroskopis, dan simbolik. Solusi inovatif dalam bentuk AR dikembangkan sebagai media pembelajaran untuk meningkatkan pemahaman siswa. Elemen-elemen AR disusun berdasarkan analisis miskonsepsi, termasuk model 3D molekul senyawa, animasi struktur atom, dan simulasi interaktif rumus kimia. Penelitian ini memberikan kontribusi dalam merancang solusi pembelajaran inovatif untuk mengatasi miskonsepsi siswa. Augmented Reality menjadi alternatif yang potensial untuk meningkatkan representasi visual dalam pembelajaran kimia. Diharapkan pengembangan AR dapat menjadi panduan bagi pendidik dalam merancang strategi pembelajaran yang lebih efektif dan bermakna pada materi atom, molekul, dan ion.
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