Analysis and Remediation of Student Misconceptions Using P2OC2R-Based Learning Model on Fungi Materials in Senior High School

Abstract

Misconceptions are ideas from students that are not accordance with the conception agreed upon by scientists who are believed to be true. Misconceptions need to be identified and remedied so that they don’t have a negative impact on the acceptance and understanding of further concepts. The purpose of this study was to analyze the profile of students' conceptions using the three-tier diagnostic test before and after of the P2OC2R learning model treatment, and to analyze the effect of applying the P2OC2R learning model to students' conceptions by comparing the results of the pretest and posttest. This research was a quasi-experimental research with one group pretest-posttest design, namely adaptation of three tier questions, testing pretest questions, P2OC2R treatment, testing posttest questions, analyzing research results with category tables and criteria for misconception levels, comparing pretest and posttest results, and drawing conclusions. The subjects in this study were 21 students of tenth grade who had received fungi material. The results showed that the average student conception profile before treatment was 44.93% misconceptions, 29.81% don’t understand concepts, and 25.26% understand concepts. The criteria for student misconceptions showed as many as 33.33% high misconceptions, 42.86% moderate misconceptions and 23.81% low misconceptions. After P2OC2R learning treatment, the average conceptual profile of students with misconceptions decreased to 23.18%, students didn’t understand concepts decreased to 7.67% and students understood concepts increased to 69.15%. Meanwhile, the criteria for students with high misconceptions decreased to 0%, moderate misconceptions decreased to 28.57% and low misconceptions increased to 71.43%. This proves that there is a significant effect or change before and after P2OC2R learning treatment.