Misconception Identification Of Buffer Solution Concept And Students’ Learning Style

Abstract

The purpose of this study is to prevent misconception on the subject of buffer solution and students’ learning style. The population of this research is class XI SAINS SMA Negeri 1 Samarinda. The sample of this research was chosen by using purposive sampling technique. The aouthor created a research tool that is a misconception detection instrument and learning power instrument that has been valid and tested. The valid instruments were used to obtain the research data. The data was collected in the form of raw data of students’ answer and students’ learning styles. The raw data was analyzed by using Excel program. The result of students’ misconception categorization and students’ learning style categorization was analyzed, and then the conclusion and suggestion were made. The result of the misconception evaluation based on Felder Silverman Learning Style Model (FSLSM) in the buffer solution from XI SAINS students of SMA Negeri I Samarinda obtained that students who have high misconception are 6.67% dominated by students who have strong active learning style, balance intuitive-sensing, balance visual-verbal, and balance global-sequential. Students who experience medium misconceptions are 70.00% dominated by students who have medium learning styles, medium sensing, balance verbal-visual, and balanvce global-sequential. Students with low misconceptions are 23.33% and dominated by students with balance active-reflective learning styles, medium sensing, medium visual and balance sequential-global