Miskonsepsi Peserta Didik pada Pembelajaran Online Sistem Reproduksi Manusia

Abstrak

Misconceptions that occur in biology learning are still a major problem due to students' mistakes in initial knowledge. The purpose of the present study was to describe students’ misconceptions in online learning of the human reproductive system at MAN 1 Indramayu. This study used a qualitative research method to identify students’ misconceptions. To this end, 21students in class XII MIA-1 were selected using purposive sampling. They were asked to fill out 30 multiple choice tests question with the certainty of response index. Moreover, they were interviewed to find out the causes of misconceptions. The result of this study showed that 17.78% of students who experienced misconceptions were in a low category. The average percentage of misconceptions on indicators of reproductive organ structure is 30.9%, spermatogenesis and oogenesis 23.8%, male hormones 23.8%, female hormones 0%, menstrual cycle 20.6%, fertilization process 28.5%, pregnancy 9.5%, delivery 4.7%, breastfeeding 28.5%, contraception 16.6%, and abnormalities in the reproductive system 7.14%. The results of the interview showed that the causes of misconceptions include material that is difficult to understand, associative thinking, incomplete or inappropriate reasoning, using the wrong experiences of students as conceptions, making conclusions based on what is seen, and poor smartphone networks. This research is important because it can be used as input for teachers to design learning using appropriate models and approaches so that they can reduce or eliminate the students' misconceptions.