LEARNING THROUGH A MODULE BASED ON CONSTRUCTIVISM IN RECONSTRUCTION EFFORTS IN THE CONCEPT OF PLANT CELLS

IJAEDU- International E-Journal of Advances in Education, Vol. IV, Issue 12, December, 2018 LEARNING THROUGH A MODULE BASED ON CONSTRUCTIVISM IN RECONSTRUCTION EFFORTS IN THE CONCEPT OF PLANT CELLS Muhibbuddin1*, Safrida2, Cut Nurmaliah3 1 Dr.,Universitas Syiah Kuala, Banda Aceh, Indonesia, Dr., Universitas Syiah Kuala, Banda Aceh, Indonesia, 3 Dr., Universitas Syiah Kuala, Banda Aceh, Indonesia, *Corresponding author 2 Abstract Misconception and alternative conception of plant cell is a problem often occurred within student. Misconception is a mistake in understanding concept. While alternative conception is a state which concept is less accurately studied. These cases often felt by student and caused by several factors. One of the factors is mistakes in absorbing information about concept being learnt. Therefore, it is necessary to seek effective learning strategies to overcome the misconception problems. This research‟s objectives is conducted to answer a question whether constructivism module based learning is effective in constructing plan cell concept and studies improvement. This method used in this research is design experimental, onegroup pre-test and post-test. The research subject is 80 students at senior high school in Greater Aceh district, Aceh, Indonesia. The research is conducted for three months from February to April 2018. Parameter measured is reconstruction concept ability and improved studies result. Concept reconstruction measuring three aspects; reconstruction occurrence, understanding and not understanding. Studies improvement is measured with calculating gain normalization (n-gain). Instrument used is constructivism module based and test objective with CRI answer sheet. Data collection is conducted through both pre-test and post-test. Data analysis for reconstruction ability concept is conducted with percentage while to compare the improvement of study result is tested with two average test using one sample t-test. Research result shows concept understanding ability increase 54.56%, not understanding reduce to 44,44% and misconception decrease to 10.33%. Result of t-test also shows significant differences between pretest score (initial ability) and n-gain score (last ability) at a significant rate of 95% (α=0,05). The result conclusion is that learning through constructivism module based is effective in increasing reconstructive ability concept of plan cells and improving studies result. Keywords: Module, Constructivism, Reconstruction, Cell Concepts, 1. INTRODUCTION Misconception and alterative conception regarding plant cell concept is a problem that often occurred within student. Misconception is a process of wrong concept understanding while alternative concept is less accurate concept understanding (Xiabao 2006; Ibrahim, 2012). This phenomenon often occurred within student due to several problems. One of the factors is mistake in gaining information regarding concept http://ijaedu.ocerintjournals.org 256 IJAEDU- International E-Journal of Advances in Education, Vol. IV, Issue 12, December, 2018 being learnt by student. Students used text book published by various publisher as reference to learn Biology concept. Research has found that these text books have its own way in providing the concepts (Adisendjaja, 2017). This condition generating misconception as well as alternative conceptions among students. Most of the misconception occurred in fundamental concept of structure, cell function, diffusion, osmosis and cell chemistry substance (Mahardika, 2014). Misconception and alternative conception among students need to be minimized as soon as possible as misconception and alternative concept will lead to misunderstand the concepts. To fix misconception and alternative concept within student is not a simple work. Solution need to be seek to help student to overcome this problem and to reconstruct correct concept understanding which initially wrong. One of the solutions to solve misconception and alternative conception is by re-work the existing strategy. Teacher as the main role in learning process is expected able to choose method, approach, strategy and media that are effective enough to tackle misconception and alternative conception problem within students. Other obstacle in handling misconception and alternative conception is science teacher limited knowledge in understanding Biology concepts. More than 50% of 80 science students understand cell concepts as alternative conception (Muhibbuddin, 2015). Moreover, limited books can be used as a standard reference in learning plant cell concepts. Research has been done to identify and solve alternative misconception and misconception (Adisendjaja, 2017; Arslan, et al., 2012; Antink-Meyer, & Meyer, 2017; Christianson & Fisher, 2010; Hasan et al., 1999; Haslam & Treagust, 2010; Kao, 2007; Karpudewan et al., 2014; Kumandas et al., 2018; Mahardika, 2014; Potgieter et al., 2010; Taber & Tan, 2010). However, research that particularly related with learning process to solve misconception and alternative conception is limited. There is few research has been done toward learning strategy based on constructivism implementation to solve misconception and alternative conception (Baviskar et al., 2009; Evergreen et al., 2016a; Evergreen et al., 2016b; Imamah, 2012; Kleickmann et al., 2013; Tang et al., 2012; Yustina & Kapsin, 2017). That research stated that constructivism learning process contributes toward student good concepts understanding. However, the effect of this method toward concept reconstruction ability remains answerless question. This research is conducted to find out how effective constructivism module based learning process toward reconstructing plant cell concept and studies result improvement. 2. RESEARCH METHOD Method used in this research is experiment method with design one-shot case study (Gall et al., 2003). Research design is as below. Table-1: Experimental one group pre-test post-test design Group Pretest Treatment Post-test Treatment Class O1 X 02 X = Learning with module based on constructivism O1 = Pre Test (before treatment) O2 = Post Test (after treatment) The research subject is 80 senior high school students in Greater Aceh district, Aceh, Indonesia. The research is conducted for three months from February to April 2018. Parameter measured is reconstruction concept ability and improving studies result. Concept reconstruction measuring three aspects; there are reconstruction occurrence, understanding and not understanding. Improvement in result studies is measured with gain normalization score (n-gain). Instrument used is module based constructive and objective test with Certainty of Response Index (CRI). Answer sheet. Data collection is conducted through pre-test and posttest. 3. DATA AND ANALYSIS Pre-test and post-test score data is tabulated, estimated the average and gain by finding difference between post-test and pre-test score. The result occurred is the (...truncated)