Electronic Theses and Dissertation

Materi asam-basa sering menjadi tantangan besar dalam pembelajaran kimia di sekolah menengah, terutama dalam hal memahami konsep-konsep yang kompleks seperti reaksi pengenceran, netralisasi, dan teori asam-basa. Penelitian ini bertujuan untuk meningkatkan pemahaman siswa kelas XI mengenai materi asam-basa melalui analisis menggunakan instrumen Four-Tier Multiple Choice Diagnostic Test, dan mengidentifikasi konsep-konsep yang dianggap sulit oleh siswa pada materi tersebut. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan menganalisis hasil dari Four-Tier Multiple Choice Diagnostic Test yang diterapkan
pada 64 siswa kelas XI di SMA. Data yang diperoleh dianalisis untuk mengukur tingkat kesulitan dan memahami penyebab miskonsepsi pada materi asam-basa. Hasil penelitian ini menunjukan dari 64 siswa, 15 siswa mengalami kesulitan dengan kategori "cukup sulit" (nilai 41-60), 41 siswa berada dalam kategori "sulit" (nilai 21-
40), dan 8 siswa termasuk dalam kategori "Sangat sulit" (nilai 0-20). Rata-rata persentase pemahaman siswa menunjukkan 14,9% siswa paham konsep, 35,5% mengalami miskonsepsi, 32,4% tidak paham konsep, dan 17,2% melakukan eror. Indikator materi asam-basa menunjukkan bahwa reaksi pengenceran netralisasi
dikategorikan "cukup sulit", teori asam-basa, perhitungan pH, dan tetapan kesetimbangan ion dikategorikan "sulit", sedangkan materi peranan asam-basa dalam kehidupan sehari-hari dikategorikan "sangat sulit". Kesimpulan dari penelitian ini yaitu mengidentifikasi rata-rata kesulitan siswa berada pada kategori 'sulit', disebabkan oleh pemahaman yang rendah terhadap materi asam-basa. Kesulitan pemahaman konsep siswa dalam materi asam basa tersebar pada berbagai konsep dengan tingkat kesulitan yang bervariasi, di mana materi tentang peranan asam-basa dalam kehidupan sehari-hari merupakan yang paling sulit.
Kata Kunci: Kesulitan Pemahaman Siswa, Miskonsepsi, Asam Basa, dan Four-Tier
Multiple Choice Test Diagnostic

Acid-base material is often a major challenge in chemistry learning in high schools, especially in terms of understanding complex concepts such as dilution reactions, neutralization, and acid-base theory. This study aims to improve the understanding of grade XI students regarding acid-base material through analysis using the Four-Tier Multiple Choice Diagnostic Test instrument, and identify concepts that are considered difficult by students in the material. This study uses a descriptive qualitative approach by analyzing the results of the Four-Tier Multiple Choice Diagnostic Test applied to 64 grade XI students in high school. The data obtained were analyzed to measure the level of difficulty and understand the causes of misconceptions in acid-base material. The results of this study showed that out of 64 students, 15 students had difficulties with the category of "quite difficult" (score 41-60), 41 students were in the category of "difficult" (score 21-40), and 8 students were included in the category of "Very difficult" (score 0-20). The average percentage of students' understanding showed that 14.9% of students understood the concept, 35.5% had misconceptions, 32.4% did not understand the concept, and 17.2% made errors. The acid-base material indicators showed that the neutralization dilution reaction was categorized as "quite difficult", acid-base theory, pH calculations, and ion equilibrium constants were categorized as "difficult", while the material on the role of acids and bases in everyday life was categorized as "very difficult". The conclusion of this study is to identify the average difficulty of students in the 'difficult' category, caused by a low understanding of acid- base material. The difficulty of understanding students' concepts in acid-base material is spread across various concepts with varying levels of difficulty, where the material on the role of acids and bases in everyday life is the most difficult. Keywords: Students' Understanding Difficulties, Misconceptions, Acid Bases, Four- Tier Multiple Choice Diagnostic Test