| dc.description |
A Research was conducted to identify students’ misconceptions of class XI Science at SMAN 7
Banjarmasin on reaction rate material. The study aims to determine (1) what are misconceptions experienced
by learners, and (2) determine the cause of learners’ misconceptions. This study uses quantitative and
qualitative descriptive design survey study. The study population were students of class XI Science at SMAN 7
Banjarmasin. The study was conducted with a purposive sampling techniques. Based on this research,
misconceptions experienced by learners in grade XI Science at SMAN 7 Banjarmasin include: definition of
reaction rate is the number of reactions that take place per unit of time; the reaction rate is constant because no
additional concentration; high-temperature reaction rate at the beginning and then decreased because the
reaction does not last long; zero order reaction means no reaction occurs; the form of the rate equation
2 rate reductionN2O5 = rate of increase NO2 = 4 rate of increase O2 was wrong. exothermic reaction
rate is faster because no heat is required; the activation energy (Ea) = enthalpy; the concentration factor,
pressure, and volume affect the rate of reaction in the reaction of the gas with the zero order; additional volume
of reactants with the same concentration affect the rate of reaction; if some of the reaction compared to the
speed, reaction with the highest temperature is the rate of the reaction; when the temperature is raised, the rate
of the reaction towards products increased for all chemical reactions; catalysts accelerate the reaction rate and
ease of collision. Misconceptions that was experienced by learners were caused by preconception or early
concept of learners, learners associative thinking, humanistic thinking, reasoning incomplete/wrong, wrong
intuition, the stage of cognitive development of learners, and learners’ knowledge.
Keywords:learners’ misconceptions, preconceptions, alternative conceptions, the reaction rate. |
|