SKRIPSI Bahasa Inggris

ANALYSIS OF STUDENT MISCONCEPTIONS USING THREE TIER
MULTIPLE CHOICE TEST ON THE MATERIAL OF MOLECULAR
SHAPE IN TENTH-GRADE MIA (NATURAL SCIENCE MAJOR)
STUDENTS AT SMA NEGERI 1 LAKEA
Thesis:
Submitted to Meet One of the Requirements to Hold a Bachelor of Education

Degree
by
SELVIENA
Students’ID 441417030
GORONTALO STATE UNIVERSITY
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
DEPARTMENT OF CHEMISTRY
CHEMICAL EDUCATION STUDY PROGRAM
2022
ii
ANALYSIS OF STUDENT MISCONCEPTIONS USING THREE TIER
MULTIPLE CHOICE TEST ON THE MATERIAL OF MOLECULAR
SHAPE IN TENTH-GRADE MIA (NATURAL SCIENCE MAJOR)
STUDENTS AT SMA NEGERI 1 LAKEA
Thesis:
Submitted to Meet One of the Requirements to Hold a Bachelor of Education

Degree
by
SELVIENA
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
DEPARTMENT OF CHEMISTRY
CHEMICAL EDUCATION STUDY PROGRAM
2022
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MINISTRY OF EDUCATION, CULTURE,
RESEARCH AND TECHNOLOGY
FACULTY OF MATHEMATICS AND SCIENCE
CHEMISTRY DEPARTMENT
Street Prof. Dr. Ing. BJ. Habibie, Kabupaten Bone Bolango, 96119
Page: kimia.fmipa.ung.ac.id, surel: [email protected]
STATEMENT LETTER
The signed below:

Name : Selviena
Students’ID : 441417030
Department : Chemistry
Study Program : Chemical Education
Faculty : Mathematics and Natural Sciences
I hereby declare correctly and truly that my thesis entitled: "A Study Of
University Students' Skills in Developing Scientific Argumentation on Acid Base
Concept Reviewed from Adversity Quotient (Ability to Solve Problems) and Self
Confidence (Self Efficacy)"is really the result of their own work. As for certain
parts in the writing of this thesis has been written the source clearly in accordance
with the rules, rules and ethics of writing scientific papers..
If in the future it is found that all or part of this thesis is not the work of
itself or plagiarism in certain parts, I am willing to accept sanctions in the form of
the revocation of the academic degree that I have singed and other sanctions in
accordance with applicable regulations.
Gorontalo, Januari 2022
Selviena
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ABSTRACK
Selviena, 2021, "Analysis of Student Misconceptions Using Three Tier Multiple

Choice Tests on the Material of Class X MIA Molecular Forms at SMA Negeri 1
Lakea", Thesis, Chemistry Education Study Program, Department of Chemistry,
Faculty of Mathematics and Natural Sciences, State University of Gorontalo.
Advisor I : Drs. Mangara Sihaloho, M.Pd and Advisor II : Erni Mohamad, S.Pd,
M.Si.
Misconception is an understanding of material/concept that is not in accordance

with the scientific understanding or understanding proposed by experts. This study
aims to analyze students' misconceptions about the material of molecular form
using a three-tier multiple choice test for class X MIA at SMA Negeri 1 Lakea. This
study is a quantitative descriptive study that was tested on 85 students of class X
SMA Negeri 1 Lakea. Data collection using a three-level multiple choice test. The
category of student understanding is divided into five categories, namely
understanding concepts, misconceptions 1 (MK 1), misconceptions 2 (MK 2),
misconceptions 3 (MK 3), and not understanding concepts. The results of the study
found (1) The percentage of students' understanding of concepts at SMA Negeri 1
Lakea in the concept understanding category (PK) was 19%, the misconception
category 1 (MK 1) was 19%, the misconception category 2 (MK 2) was 16%, the
misconception category 3 ( MK 3) by 23%, and the category of not understanding
the concept (TPK) by 23%. (2) Misconceptions experienced by students of SMA
Negeri 1 Lakea, most of the students experienced misconceptions 3 (MK 3) where
students chose the wrong answer in Q1 and the reason for Q2 was wrong but
answered confidently in Q3.
Keywords: Misconception, Three tier multiple choice test, Molecular shape
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MOTTO AND PRESENTATION
He gives the wisdom of useful knowledge to whom He wills. Whoso receiveth
wisdom, verily he hath received much wisdom, and none receive admonition save
men of understanding.
(QS. Al-Baqarah: 269)
And be patient. Lo! Allah is with the steadfast
(QS. Al-Anfaal : 46)
Alhamdulillahirabbil'aalamiin.. I have reached this point, a spark of success that
You have given me, O Lord.
I dedicate this thesis to my beloved parents, Father Mustakim Taim and Mother
Sunawiyah Madjid Salim, their sincerity from the heart for their never-ending
prayers with extraordinary sacrifices. Not to forget, my dearest brother Wahyudin,
Inriani and my younger brothers Selviani, Nur Aziza and Nurjanna who always
provide motivation and encouragement and prayers.
MY BELOVED ALMAMATER
WHERE I LEARN SCIENCE
2022
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FOREWORD
Assalamu’alaikum Warahmatullahi Wabarakatuh..
Praise and gratitude for the presence of Allah Subahannnahu Wa Ta'ala
who has given His mercy and grace so that the author can complete the preparation
of the thesis which is one of the requirements to hold the status of a bachelor of
education at the Department of Chemistry, Faculty of Mathematics and Natural
Sciences, State University of Gorontalo with a thesis entitled : "Analysis of
Students' Misconceptions Using Three Tier Multiple Choice Tests on the Materials
of Class X MIA Molecular Forms at SMA Negeri 1 Lakea".
The completion of this thesis could not be separated from the help of many
parties and with the permission of Allah SWT. So on this occasion with all humility
the author would like to thank all parties involved. Sincere appreciation and
gratitude to my beloved father Mustakim Taim and dear mother Sunawiyah Madjid
Salim, as well as my brothers Wahyudin Taim and Inriani Taim, as well as my
sisters Selviani, Nur Aziza and Nur Jannah who always give prayers and love and
are always patient and sincere in guiding me. May Allah Subahanu Wa Ta'ala
always give you grace, bounty, health and long life in this world and the hereafter.
With sincerity, the author would like to thank profusely to Mr. Drs Mangara
Sihaloho, M.Pd as Supervisor 1 and Mrs. Erni Mohamad, S.Pd, M, Si as Supervisor
II who have spent a lot of time sincerely and sincerely guiding and helping and
provide motivation, advice, direction and encouragement so that the author can
complete this thesis.
With great humility and sincerity the author expressed his gratitude to:
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1) Dr. Eduart Wolok, S.T, M.T As Rector of Gorontalo State University
2) Dr. Harto S. Malik M.Hum ; Dr. Fence M. Wantu, SH, MH ; Karmila
Machmud, S.Pd, PhD, dan Prof. Dr. Phil.Irfan Haris M.Sc, respectively as
Vice Rector I, II, III and IV gorontalo State University
3) Prof Dr. Astin Lukum, M.Si selaku Dekan Fakultas As Dean of the Faculty of
Mathematics and Natural Sciences Gorontalo State University.
4) Dr. Djuna Lamondo, M.Pd ; Dr. Masrid Pikoli, M.Pd ; dan Dr. Abdul Haris
Odja, S.Pd, M.Pd selaku Wakil Dekan I, II, dan III of the Faculty of
Mathematics and Natural Sciences Gorontalo State University.
5) Wiwin Rewini Kunusa, S.Pd, M.Si As Chairman of the Department of
Chemistry, Faculty of Mathematics and Natural Sciences, Gorontalo State
University.
6) Julhim S. Tangio, S.Pd, M.Pd As Secretary of the Department of Chemistry,
Faculty of Mathematics and Natural Sciences, Gorontalo State University.
7) Drs. Mangara Sihaloho M. As Chairman of the Chemical Education Study
Program of the Faculty of Mathematics and Natural Sciences Gorontalo State
University.
8) Dr. La Ode Aman, S.Pd, M.Si As Chairman of the Chemistry Study Program
of the Faculty of Mathematics and Natural Sciences Gorontalo State
University.
9) Dr. Lukman A.R Laliyo, M.Pd, M.M as a supervisor I as well as Academic
Advisor who has helped a lot and provided direction and guided the author
during the completion of the study.
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10) Drs. Mangara Sihaloho, M.Pd as a Guide II who has helped a lot and provided
direction and guided in the completion of studies.
11) Dr. Masrid Pikoli, M.Pd; Hendri Iyabu, S.Pd, M.Si; dan Julhim S. Tangio,
S.Pd, M.Pd; as a lecturer of examiners I, II, and III respectively.
12) Dr. Masrid Pikoli, M.Pd; Julhim S. Tangio S.Pd, M.Pd; dan Erni Mohamad,
S.Pd, M.Si; as validators I, II, and III.
13) Teaching staff and lecturers in the Department of Chemistry: Prof. Dr. Ishak
Isa, M.Si; Prof. Dr. Astin Lukum, M.Si; Dr. Opir Rumape; Prof. Dr. Weny J.A
Musa, M.Si; Dra Nurhayati Bialangi, M.Si; Drs. Mardjan Paputungan, M.Si;
Dr. Netty Ino Ischak, M.Kes; Drs. Mangara Sihaloho, M.Pd; Dr. Lukman A.R.
Laliyo, M.Pd, M.M; Dr. Yuszda K. Salimi, M.Si; Nita Suleman, ST, MT; Dr.
Masrid Pikoli, M.Pd; Dr. La Alio, S.Pd, M.Si; Dr. Akram La Kilo, M.Si; Erni
Mohamad, S.Pd, M.Si; Suleman Duengo, S.Pd, M.Si; Hendri Iyabu, S.Pd,
M.Si; Julhim S. Tangio, S.Pd, M.Pd; Deasy N. Botutihe, S.Pd, M.Si; Wiwin
Rewini Kunusa, S.Pd, M.Si; Jafar La Kilo, S.Pd, M.Si; Ahmad Kadir Kilo,
S.Pd, M.Si; Mustofa S.Pd, M.T dan Kostiawan S.Pd, M.T, Haris Munandar,
S.Pd, M.Pd
14) Erni Mohamad, S.Pd, M.Si As head of the Chemistry Laboratory of Gorontalo
State University.
15) Labor Staff Department of Chemistry; Yusnar Lebie, S.Pd, M.Pd; Rini Gani,
S.Pd; Hamid Majelis, S.Pd.
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16) Raudatul Bermawi, S.E Administrative Staff of the Department of Chemical
Education, thank you for helping a lot in administrative management in the
Department of Chemistry.
17) Teacher Pamong PPL II : Marwah Mahmud M.Pd. Thank you for the guidance
during the implementation of PPL II.
18) Mustakim Taim and Sunawiyah Madjid Salim as the best parents. Thank you
for your prayers, sincerity and sacrifice to always give the best for me.
19) To my brothers Wahyudin Taim and Inriani Taim and my younger brothers
Selviani, Nur Aziza and Nur Jannah, who always give prayers and support to
the writer.
20) Dear friends at Ramsis: Wahdania at'Jaa, Rina Ismail, Febriana Baso, Rizka
Fadila, Hajirah Podungge, Apriliya Alfa Malik, Sitti Respianti, Climate,
Marwah, Yuniarti, Anisa who are always there and help in every situation.
Thank you for always giving prayers, enthusiasm and thanks for fighting
together in the land of Gorontalo.
21) Dear Chemistry Education B 2017 friends: Abdul Haris Syahrain, Apriyanto
Syawal, Mahdi Kilo, Farnawaty Zainudin, Adelia Polamolo, Alma J. Genes,
Sintiya Buntayo, Siti Anisa Gobel, Latifa Lanari, Sri Ingke Ismail, Eka Nur
Fadliya Adjami , Megawati Latabi, Sri Revayana Kupang, Rilasti Yunus,
Hardiyanti Daing, Sriyanti, Suti Anggriani Latief, Anicha Destiyani Nalole,
Fadila Paputungan, Dewi Saskia Mamonto, Fatthiyah Amalia R. Hoesa,
Nurkiftiya Adam. Thank you for always being there, providing infinite help,
endless stories and providing color for the last 4 years and the following years.
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22) Chemistry Family 2017 : Andini Doludu, Ardiyanti Damopolii, Fathia,
Febriana, Ika Riyana Tungkagi, Karmila B.Enu, Maria Mouko, Maimun
Wahab, Nur Apriliani Djafar, Rahmawati Hilala, Ramayanti Manaa, Rifka
Suleman, Windriyani S. Kanalia, Alhawid Detuage, Ulin Sahami, Sutrisnawati
D. Moha, Agustina H. Pakaya, Fitriani Giu, Jumarni Kamarudin, Nurhayati
Lambayu, Sri Yolanda Otolouwa, Tia Dwi Lestari Nento, Wanda Monoarfa,
Anita W. Rahman, Vianita M.Y.Maksum, Silfana Idrus, Firawaty Hayati, Dewi
Dumillah Sekarsari, Ni Made Gustri Vianti, Sripani M. Suaib, Masia
Bukawera, Dandi Saputra Halidi, Zikran Abdullah, Rifaldo Salindeho, Ruhaldi
Malik, Herdi Irpandi S. Tamalu, Adriansyah Sambel, Sahrial Lakasim, Siti
Hairunisa Kandusu, Ica Oktabrina Alinti, Nurlina S. Moo, Wina Zulfiana R.
Tulie, Kartini Ismail, Rista Labaco, Nisa Untuba, Pratiwi Adrianto, Meliana H.
Ibrahim, Fitriani, Nindi Anjarwati, Sri Ningsi Jonas, Ulfa, Novita Yusuf,
Novita Dahlan, Yulianti Djafar dan Siti Ramla. Thank you for the experience
given during the study period.
23) Friends of KKN-T 2020 Motihelumo Village, Kec. East Sumalata, Kab. North
Gorontalo. Thank you for sharing your experiences and stories.
24) The Big Family of HIMKA (Chemical Student Association) UNG especially
the 2019 Management which has provided many valuable experiences and
unforgettable OPH stories.
25) Brothers and sisters from class 2012, 2013, 2014, 2015, 2016 and younger
siblings, 2018, 2019, 2020. Thank you very much for providing knowledge,
experience and enthusiasm and assistance to the author.
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26) My Trip Team : Selviani, Rina Ismail, Wahdania and Febriana. Thank you for
the journey of life full of ups and downs that we went through together, thank
you also for fighting together from high school to college now.
27) Mrs. Zulhijra Lanyumbah as a Chemistry Teacher at SMA Negeri 1 Lakea.
Thank you for the direction and guidance while the author conducts research.
28) Students of SMA Negeri 1 Lakea. Thank you for taking the time and helping
the author in the research.
29) Thanks to myself who have survived so far, have been strong through all kinds
of trials until finally this thesis is finished.
30) All parties involved and cannot be mentioned one by one, thank you for all the
help and prayers.
31) Finally, the author would like to thank all parties involved and if there is
something not mentioned the author apologizes. The writer hopes that this
thesis can be useful for the writer himself and for the readers.
For those who have helped in the writing of this thesis, I hope that all their
good deeds and deeds will get more reward from Allah Subhanahu Wa Ta'ala.
Aamiin…
Wassalamu’alaikum Warahmatullahi Wabarakatuh
Gorontalo, January 2022
Writer
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TABLE OF CONTENTS
Page
COVER PAGE ...................................................................................................... i
LOGO .................................................................................................................... ii
TITLE PAGE ....................................................................................................... iii
STATEMENT LETTER .................................................................................... iv
SUPERVISOR'S APPROVAL SHEET ..............................................................v
VALIDITY SHEET ............................................................................................ vi
ABSTRACT ........................................................................................................ vii
ABSTRACT ....................................................................................................... viii
MOTTO AND DEDICATION ........................................................................... ix
FOREWORD .........................................................................................................x
TABLE OF CONTENTS .................................................................................. xvi
LIST OF TABLES ............................................................................................ xix
LIST OF FIGURES ............................................................................................xx
APPENDIX LIST .............................................................................................. xxi
CHAPTER I INTRODUCTION ..........................................................................1
1.1 Background Problem .................................................................................1

xvi
1.2 Problem Identification ...............................................................................4
1.3 Problem Formulation .................................................................................4
1.4 Research Objectives ...................................................................................4
1.5 Research Benefits .......................................................................................4
CHAPTER II THEORYTICAL STUDIES ........................................................6
2.1 Theory Description ....................................................................................6
2.2 Diagnostic Test ........................................................................................15
2.3 Material of Molecular Form .....................................................................17
2.4 Relevant Research ....................................................................................21
CHAPTER III RESEARCH METHODOLOGY ............................................23
3.1 Determination of Research Location and Time .......................................23
3.2 Approaches and Types of Research .........................................................23
3.3 The Role of Researchers ..........................................................................23
3.4 Data and Data Sources .............................................................................24
3.5 Data Collection Techniques .....................................................................24
3.6 Data Analysis Techniques ........................................................................28
3.7 Data Validity Check .................................................................................29
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3.8 Research Stage .........................................................................................38
CHAPTER IV RESULTS AND RESEARCH ..................................................31
4.1 Research Results .......................................................................................31
4.2 Discussion ................................................................................................34
CHAPTER V CONCLUSIONS AND SUGGESTIONS ..................................42
5.1 Conclusion ...............................................................................................42
5.2 Suggestions ..............................................................................................42
BIBLIOGRAPHY ...............................................................................................44
CURRICULUM VITAE .....................................................................................67
xviii
LIST OF TABLES
Table 2.1 Categories of answer combinations for three tier test ..................... 17
Table 3.1 Instrument Validation Criteria ........................................................ 26
Table 3.2 Student Understanding Criteria with Three Tier Diagnostic Test
Instruments ................................................................................... 28
Table 4.1 Percentage of Student Misconceptions ........................................... 31
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LIST OF FIGURES
Figure 2.1 Lewis structure of HCN ................................................................. 20
Figure 4.1 Percentage of Students' Understanding Categories on Indicators of
Determining Molecular Shapes .................................................... 32
Figure 4.2 Percentage of Students' Understanding Categories on Indicators of
Determining Molecular Shapes and Connecting It with Molecular
Polarity ......................................................................................... 33
Figure 4.3 Percentage of Student Understanding Category on Indicator Determining
Bond Angle .................................................................................. 34
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APPENDIX LIST
Appendix 1 Research Instruments .................................................................. 47
Appendix 2 Instrument Answer Key .............................................................. 54
Appendix 3 Validation Sheet .......................................................................... 55
Appendix 4 Reliable Test Sheet .................................................................... 57
Appendix 5 Student Answer Score ................................................................ 58
Appendix 6 Category of Student Understanding ............................................ 64
Appendix 7 Documentation ............................................................................ 66
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CHAPTER I
INTRODUCTION
1.1 Background problem
Each concept of science does not stand alone, but each concept is related to
other concepts. All concepts together form a kind of network of knowledge in the
human mind. Often students only memorize the definition of a concept without
paying attention to the relationship between one concept and another. So that the
new concept does not enter the network of concepts that already exist in the minds
of students, but the concept stands alone without any relationship between concepts.
Students have difficulty in understanding the concept. Difficulty understanding
concepts can lead to misunderstandings. As a result, students often experience
misconceptions. (Islami et al., 2018)
Concept understanding has an important role in learning. According to
Dahar (1989), concepts are the building blocks of thought, which form the basis for
higher mental processes, to formulate principles and generalizations, so it is
important to understand each concept correctly. Ibnu (2003) in his research
concludes that the resistance to chemical concept errors that students already have
is very large, so that learning at the next level and repetition of learning on materials
containing similar concepts cannot have a significant effect.
The initial knowledge possessed by a child before the level of school
education can be right or wrong. This is because prior knowledge is obtained from
different experiences and inaccurate sources of information. Even though the
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mastery of the initial knowledge possessed by a person is very influential on the
acquisition of knowledge at school.
One of the materials in the study of chemistry in high school which contains
abstract concepts is the material of molecular form. To understand the shape of a
molecule well, students must understand some of the underlying concepts well,
namely about electron configuration, valence electrons, Lewis structures, molecular
stability, and electron pairs. The ability to visualize space is also needed in
understanding the shape of the molecule. The concept of molecular shape is related
to other more complex chemical concepts, including intermolecular forces and
biomolecules. Students' understanding of molecular shapes is related to students'
understanding of intermolecular and biomolecular forces (Sabekti et al., 2014)
Misconception is an understanding of material/concept that is not in
accordance with the scientific understanding or understanding proposed by experts
(Suparno, 2013). According to the Ministry of National Education, misconceptions
can be measured through diagnostic tests. Diagnostic tests can be in the form of a
number of questions or requests to do something to measure knowledge, skills,
intelligence, and talents. Identification of misconceptions can be done by making
concept maps, multiple choice tests with open reasons, description tests, interviews,
discussions in class, and practicum through questions and answers (Suparno, 2013).
A number of studies related to the molecular shape of the material have been
carried out. Nurhadi conducted research related to the material of molecular form
entitled "High School Students Enlightenment of the Molecular Form of
Compounds and Ions Through Computing Media and Real Modeling". Harwati (in
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Rusmansyah, 1998:5) found that 60% of second grade students of SMAN 2 Malang
had difficulty in predicting the shape of the molecule. Respitowati (in Suwolo,
2005:5) reports from the results of her research that the ability of SMAN 2
Tulungagung students in writing Lewis structures and predicting molecular
geometry is still relatively low. The low ability that students have in predicting the
shape of a molecule can be caused by the low understanding of students' concepts.
Based on some of the results of these studies, students' understanding ability
is generally still low. This may also happen to students of SMA Negeri 1 Lakea.
The results of observations at SMA Negeri 1 Lakea and interviews conducted with
chemistry subject teachers at SMA Negeri 1 Lakea, that students have daily test
scores with very low results, namely no students have completed the chemical
bonding material. This shows that students have difficulty learning the chemical
bonding material. Learning difficulties in chemical bonding material can make
students interpret separate concepts that can lead to misconceptions.
Misconceptions on the material of chemical bonds will affect the next chemical
material because chemical bonds are materials that are related to each other. If there
is an error in the concept of chemical bonds, students can experience conceptual
errors in understanding further concepts, such as: electrolyte and non-electrolyte
solutions, oxidation-reduction reactions, compound nomenclature, chemical
reactions and molecular shapes.
Based on the description above, it is necessary to conduct research to find
out the misconceptions of class X MIA students at SMA Negeri Lakea on the
material of molecular form using a three tier multiple choice test.
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1.2 Identification Of Problems
Based on the above background, several problems can be identified, namely:
1. The abstract concept of chemistry lessons makes it difficult to understand
2. Implementation of the 2013 curriculum requires students to be able to
understand the concept by themselves so as to allow misconceptions
3. A diagnostic test is needed that is able to measure the level of students'
conceptual understanding
4. One of the topics that may be misunderstood is the matter of molecular shape
1.3 Problem Statement
Based on the identification of the problems that have been described, the
formulation of the problems contained in this study are: "How are the
misconceptions about the molecular form material for class X MIA students at
SMA Negeri 1 Lakea using the three-tier multiple choice test"?
1.4 Research Purposes
Based on the formulation of the problem that has been stated, the purpose
of this study is to analyze students' misconceptions on the material of molecular
form using a three-tier multiple choice test for class X MIA at SMA Negeri 1 Lakea.
1.5 Benefits Of Research
This research is expected to provide the following benefits:
1. Schools, with the results of this research schools can use this research as a
reference to seek new ideas to further improve and develop the quality of
learning and teaching.
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2. Teachers, with the results of this study, teachers can seek follow-up actions
to correct students' misconceptions by selecting and designing appropriate
strategies, models, and approaches so that no more students experience
misconceptions.
3. Students, with the results of this study students are expected to be more open
to teachers about the problems they face, especially in learning, so that
problems do not drag on.
4. Researchers, as prospective teachers can be used as a basis for improvement
in terms of teaching in the classroom, researchers must understand the
concept correctly before being taught to students
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CHAPTER II
THEORETICAL STUDIES
2.1 Theory Description
2.1.1 Konsep
In essence, the learning process continues in humans from the beginning
until the end of human life. Students will first go through the learning process from
their environment. Then students build their own ideas obtained through their
experiences. The ideas that have been owned by previous students are called
preconceptions. This preconception can be a student's initial understanding to start
the learning process in the formal classroom which then helps students understand
the concept. The concept is an abstraction of characteristics that facilitate human
communication and make it possible to think (Halim et al., 2017)
According to Sagala, a concept is the fruit of a person's or group of people's
thoughts stated in the definition so that it gives birth to a product of knowledge
including principles, laws, and theories. A concept is an internal representation of
a group of stimuli, the concepts cannot be observed, the concept must be inferred
in behavior. According to Suyono and Hariyanto, a concept is a group or group of
facts or information that has meaning (Tayubi, 2005). According to Soejadi, a
concept is an abstract idea that can be used to classify or classify which is generally
expressed by a term or a series of words. Brunner in superior Sudarmo stated that
the concept is very valuable because:
1. Helping students to reduce a lot of information into simple information that
is easy to manage.
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2. Helping students to be more sensitive in understanding new situations by
generalizing characteristics.
3. As a capital for students to know abstract ideas without having to present all
the characteristics of all the underlying ideas.
4. Improve the way of thinking, because as information that requires the use of
memory and full attention in capturing information is reduced to a few main
ideas and packaged into other concepts that can be increased into a higher-
order thinking process, including analysis and synthesis.
2.1.2 Conceptual Features
According to Miterianifa (2013) Concept learning is the main result of
education. Some of the characteristics of the concept are as follows:
1. Concepts are ideas that a person or group of people has. The concept is a
kind of symbol.
2. Concepts arise as a result of human experience using more than one object,
event or fact. The concept is a generalization.
3. Concepts are the result of human abstract thinking that summarizes many
experiences.
4. Concepts are saying facts or giving your pattern to facts.
5. A concept can be modified due to the emergence of new facts.
So from the various definitions presented, the concept can be interpreted as
information obtained in the environment then grouped and categorized mentally
and concluded in behavior.
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2.1.3 Misconcetion
Berg stated that misconception is one of the understanding concepts that is
not in accordance with the experts (Irsanti et al., 2017). Suparno also stated that
misconceptions are inaccurate understanding of concepts, use of wrong concepts,
wrong classification of examples, confusion of different concepts and incorrect
relationships of concepts. Misconceptions arise if the results of students' knowledge
construction do not match the results of scientists' knowledge construction.
Furthermore, Menis & Phrase states that students' misconceptions can be
interpreted as a reflection of students' thinking or failure in implementing the
curriculum. Meanwhile, Wilson (in Laliyo., 2019) states that the study of
misconceptions tends to have interesting advances like those of researchers with
new concepts of this problem, the research findings show that mistakes are common
and persist even after formal learning.
According to Mutmainah (Maksum et al., 2017) misconceptions are
concepts that are different or not in accordance with the scientific understanding
accepted by experts in that field. The misconception that occurs in students is that
the teacher separates concepts or facts, which causes students to be confused about
concepts or experiences. Misunderstandings can also occur in the reference books
used. The concepts presented in this book are not comprehensive or use other
concepts that students may not know to explain or define the concept. Usually books
only contain abstractions and do not pay attention to concepts that are not
appropriate, so the teacher will encounter questions when explaining the concepts
in the book (Ratama, 2013).
8
According to Dahar 2010 (in Pikoli, 2018), misconceptions are student
perceptions and are based on everyday experiences that are not in accordance with
scientific concepts. In learning activities, misconceptions are seen as obstacles and
have a negative impact on students.
Based on the opinions of these experts, misconceptions can be expressed as
errors or errors in a concept in interpreting the relationship between different
concepts that influence each other, causing the concept to be incorrect, meaningless
and not in accordance with the conceptions of scientists.
2.1.4 Cauces Of Misconception
Misconceptions are one of the obstacles in the learning process that must be
resolved by the teacher. Therefore, the teacher must be able to identify where the
causes of misconceptions come from. Broadly speaking, the causes of
misconceptions according to Suparno consist of:
1) Students
a) Preconceptions or students' initial concepts
Before entering the formal class, students already have a pre-concession
about a concept. This initial concept often contains misconceptions. This
misconception will continue to carry over to the next concept until the
misconception is corrected. Preconception factors can come from parents, friends,
early school, and the environment.
Before entering the formal class, students already have a pre-concession
about a concept. This initial concept often contains misconceptions. This
misconception will continue to carry over to the next concept until the
9
misconception is corrected. Preconception factors can come from parents, friends,
early school, and the environment.
b) Student associative thinking
Students' associations with colloquial terms can also lead to misconceptions. It
could also be from the difference in the use of the terms they use to have different
meanings.
c) Humanistic thinking
Often students consider the behavior of objects as the behavior of living
humans so that it can lead to misconceptions. Though the behavior of objects and
humans can not be equated as a whole.
d) Incomplete reasoning
Incomplete or incorrect reasoning can lead to misconceptions. This can be
caused because the data or information obtained is incomplete so that students draw
wrong conclusions. It could also be wrong reasoning caused by wrong logic in
drawing conclusions and inaccurate observations.
e) Wrong intuition
Intuition is a feeling in a person who spontaneously expresses an attitude or
idea about something before being objectively assessed or investigated. This
intuitive thinking comes from students' observations about an object or event
continuously so that later students will issue spontaneous opinions in the learning
process that cause misconceptions.
f) Student's ability
10
Students who are less gifted will find it difficult to understand a concept that
is conveyed correctly so that it can cause misconceptions in the learning process.
g) Low interest in learning
Students' interests also influence the causes of misconceptions. Students
who have an interest in a particular subject area will tend to create fewer
misconceptions than other fields that are not of interest.
2) Teacher/Teacher
Teachers who do not master the material or understand the material to be
delivered will lead to misconceptions. This event will continue until the teacher
understands correctly about a concept that will be conveyed. In addition, nowadays
natural science can not only be conveyed by reading or writing, but requires
experimentation or direct experience so that the concepts can be understood by
students correctly.
3) Textbooks
The causes of misconceptions from textbooks are usually caused by
incorrect explanations or language that is difficult to understand. It can also be
caused by a lack of images related to an event or events that support a concept.
4) Context
Context errors can be in the form of student experiences, the surrounding
community, culture, religion, and the everyday language used by students. The use
of common expressions in language sometimes misinterprets the true meaning of
the events that occur so that it can lead to misconceptions.
11
5)Teaching method
Some teachers are less varied in teaching methods. The method used is
monotonous and does not involve students actively in the learning process which
ultimately only focuses on the teacher. This causes students to be lazy and do not
listen or understand correctly what is conveyed by the teacher and cause
misconceptions (Islami D, 2018).
2.1.5 How to Detect Misconceptions
1. Concept Map
A concept map is a schematic tool to represent a series of concepts described
in a propositional framework. The map reveals meaningful relationships between
concepts and emphasizes key ideas. Concept maps are arranged hierarchically, the
essential concepts will be at the top of the map. Misconceptions can be identified
by looking at the relationship between two concepts whether they are true or not.
With concept maps we can see the reflection of the knowledge that students have.
Teachers should be able to identify knowledge, abilities, skills and determine their
parts down to the simplest part of a concept.
2. Mutliple Choice Test
Multiple choice test is a test that has one correct or most appropriate answer,
when viewed from its structure, the multiple choice test consists of a stem (a
question or statement containing the problem to be asked), an option (a number of
answer choices), a key (the correct answer). or most appropriate) and distractors
(answers other than the answer key).
12
3. Clinical Interview
Clinical interviews were conducted to see students' misconceptions. The
teacher selects several concepts that are thought to be difficult for students to
understand, or some appropriate concepts and materials to be taught. Students are
invited to express their ideas about the concepts above, from here it can be
understood the background to the emergence of existing misconceptions and at the
same time they are asked where they got these misconceptions.
4. Discussion in Class
Students are asked to express their ideas about the concepts that have been
taught or want to be taught. Discussions in the class can also be detected whether
their ideas are right or not. The teacher or a researcher can understand alternative
concepts that students have. This method is more suitable for use in large classes
(Suparno, 2013).
2.1.6 Efforts That Can Be Made To Overcome Misconceptions
Several previous studies on efforts to overcome misconceptions have not
obtained maximum results (Islami D, 2018). Misconceptions that can be overcome
sometimes reappear under certain conditions. When students face questions that are
slightly distorted, sometimes misconceptions reappear and have the wrong
influence. There are several elements that have been formulated by researchers on
how to overcome misconceptions, including the following:
1) Identify students' preconceptions. What do students have in mind before we start
teaching? What preconceptions have been formed in students' minds about the
13
experiences and events to be studied? What are the disadvantages of this
preconception?
2) Preconception can be known from the literature, from diagnostic tests, and from
observations of student activities.
3) Designing a learning experience that starts from preconceptions by strengthening
concepts that are correct and evaluating concepts that are still wrong. The main
principle in evaluating misconceptions is that students carry out learning
experiences that show conflicting concepts with natural events. Thus, it is hoped
that there will be a conflict between the new experience and the old concept,
resulting in a misconception (cognitive dissonance theory, festinger). According
to Piaget, the conflict between new experiences and wrong concepts will result in
accommodation, namely the adjustment of cognitive structures that produce new
concepts that are more appropriate.
4) Increase practice questions to practice new concepts and strengthen them. The
questions that are worked on are really chosen in such a way that the difference
between the concept of wrong and right will appear clearly. What teachers can do
to help students understand the correct concept is by discussing the problem by
paying attention to and understanding the correct concept to students. Teachers
don't just write lots of formulas on the blackboard or just do lectures without
interacting with students.
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2.2 Diagnostic Test
2.2.1 Definition of Diagnostic Test
Diagnostic tests are tests that are used to reveal student weaknesses so that
these results can be used as a basis for providing appropriate and appropriate action
or treatment students' weaknesses. A good diagnostic test is a test that can provide
an accurate picture of the problems experienced by students as well as a test that
can reveal concepts that have not been understood and that have been understood.
A student who faces difficulty in a certain level of understanding will notice a lack
of progress to a more advanced level. This in turn hinders students' ability to
construct epistemological explanations of basic science concepts. In this context,
learning progress is treated as a method for evaluating student learning outcomes.
The resulting diagnostic information can be relied upon to be treated as a reference
for teachers in developing accurate and valid instructional components to guide
students to advance to the next level (Laliyo et al., 2021).
2.2.2 Graded Diagnostic Test
1) One-Tier Diagnostic Test
The one-tier instrument is a one-level multiple choice test or an ordinary
multiple choice test consisting of five answer choices. Multiple choice tests are
considered easier to apply because they have many advantages. Teachers can make
assessments quickly and objectively. Teachers can apply multiple choice tests
easily to a large number of students. However, multiple choice tests have some
limitations in their application, such as to determine the ability of students to answer
correctly because they understand or just guess. In addition, the level of students'
15
understanding on the multiple choice test is only based on the number of correct
answers.
2) Two-Tier Diagnostic Test
The two-tier instrument is a two-level multiple choice test, the first level
consists of five answer choices while the second level consists of open reasons that
refer to the first level. The two-tier diagnostic test is a test tool that is quite
successful in diagnosing students' misconceptions and is easy to assess, but the two-
tier diagnostic test cannot distinguish misconceptions from lack of knowledge
(Nugroho, 2019). In addition, the two-tier test has the disadvantage that students
answer the second level only based on the logic of their answers at the first level so
that the teacher cannot know how strong the students are in understanding the
concepts given.
3) Three-Tier Diagnostic Test
This three-tier diagnostic test is a diagnostic test consisting of three levels
of questions. The first level (one-tier) in the form of ordinary multiple choice, the
second level (two-tier) in the form of reasons, and the third level (three-tier) in the
form of affirmation questions about the beliefs of the answers that have been chosen
at levels one and two. This diagnostic test can detect if students have different levels
of confidence in choosing answers and reasons (Nugroho. 2019).
16
The categories of combination answers for the three-tiers test are listed in
table 2.
No Tier 1 Tier 2 Tier 3 Category

1 Really Really Sure Understand (understand the
concept)
2 Really Really Not sure Don't Understand the concept
3 Really False Sure Misconception
4 Really False Not sure Don't Understand the concept
5 False Really Sure Misconception
6 False Really Not sure Don't Understand the concept
7 False False Sure Misconception
(Ayu Mutmaina. 2017)
From the explanation, it can be concluded that the test used to find out the
weaknesses of students in a lesson. Diagnostic tests are useful for teachers and
prospective teachers to find out the weaknesses experienced by students, and
teachers can use follow-up solving problems that have been identified from this test.
2.3 Material of Molecular Form
2.3.1 Definition of Molecular Form
The shape of a molecule is a geometric picture that is produced when the
nuclei of atoms are bonded and connected by straight lines. Two-atom or diatomic
molecules have a linear shape because the two points will form a straight line.
Triatomic molecules are flat (planar) while molecules of more than three atoms or
polyatomic are planar and linear. The shape of the molecule cannot be determined
by empirical formulas, but must be experimentally determined. Meanwhile,
according to Mahmudi (2011) the shape of the molecule describes the position of
the atoms in a molecule, the position of the atoms in three-dimensional space, and
the magnitude of the bond angle formed in a molecule. The bond is formed due to
the presence of electron pairs.

17
According to Chang (2003) Molecular shape or molecular geometry is a
three-dimensional arrangement of atoms in a molecule. The geometry of the
molecule will affect its chemical and physical properties including melting point,
boiling point, density, and the type of reaction. The bond lengths and bond angles
of a molecule generally have to be determined experimentally. Molecular shapes
comes from the three-dimensional arrangement of atoms in a space. This is known
by adding the Lewis model to the VSEPR theory.
To understand the explanation of the shape of a molecule, we must know
two quantities, namely:
1. Bond Length (Bond Lengeht) is the distance between the bonded atomic
nuclei.
2. The bond angle is the angle between adjacent lines that have bonds. (Watoni
Haris, 2016)
Diatomic molecules have 1 bond and no bond angles. The geometric shape
is formed by 2 points in the form of a straight line or linear. Triatomic molecules
have 1 bond and 1 bond angle. If the angle is 1800 then the molecule is linear and
the three atoms are in a straight line. Meanwhile, other triatomic molecular shapes
are said to be angular, bent, or V-shaped. Some Polyatomic Molecules have Planar
and linear shapes. But more generally the atomic centers in the molecule determine
the 3-dimensional geometric picture.
2.3.2 VSEPR (velence-shell electron-pair repulsion) theory
According to Chang (2003) there is a simple way to describe the geometry
of a molecule if we know the number of electrons around the central atom in its
18
Lewis structure. This approach holds that the electron pair is in the valence shell of
an atom. The valence shell is the outermost shell occupied by electrons on an atom
involved in bonding. The repulsion between molecules on different bonds keeps the
electron pairs as far apart possible. This approach is a model of valence shell
electron pair repulsion (TPEKV) or velence-shell electron pair repilsion (VSEPR).
The VSEPR theory shows that the geometric arrangement of the ligands
around the central atom is only determined by the rotation of the electron pair in the
valence shell of the central atom. In Mahmudi's quote (2011) the VSEPR theory
focuses on the electron pair in the valence electron shell of the central atom in a
structure. The electron pairs will repel each other when the electrons are in a
chemical bond or a lone pair. Another discussion of VSEPR is that in electron
groups, one group can be a pair, either a lone pair or a bond pair or it can be a single
unpaired electron in an incomplete octet.
1) Determination of Molecular Shape with VSEPR . Model
The valence shell electron pair repulsion model (VSEPR model) is based
on the fact that between the valence electron pairs of the central atom there is a
repulsion to achieve stability. This repulsive force causes the atoms bonded to the
central atom to point slightly in such a way as to form an ordered three-dimensional
molecule with certain bond angles.
The strength of repulsion between PENI-PENI >between PENI-PEI
>between PEI-PEI. As a result, PENI in the molecule occupies a larger space
compared to PEI. The repulsive force decreases as the bond angle between the
electron pairs increases
19
The space occupied by the valence electron pairs around the central atom
is called the domain, so the VSEPR theory is also known as the VSEPR theory.
domain. There are two types of domains that determine the shape of the molecule,
namely bonding domains and nonbonding domains (Watoni H, 2019:170)
a. The bonding domain (DI) is the domain that contains the bonding electron pairs.
The corner domain contains one type of bond, both single bond and double bond,
so there is a single bond domain and a double bond domain. A double bond will
occupy a larger domain than a single bond, but all bond electrons occupy the
same domain. For example, HCN has single and double bond domains with the
following Lewis structure:
b. The nonbonding domain (DNI) is a domain that contains a nonbonding electron
pair or a single electron (in molecules with an odd number of electrons) to predict
the shape of the molecule with the VSEPR model, it must first determine the
number of domains around the central atom by drawing the Lewis structure. The
next step is to determine the electron geometry. The arrangement of electrons
around the central atom describes the orientation of all the electron domains in
the molecule. The shape / geometry of the molecule describes the orientation of
the bonding electrons in the molecule. For example, the molecules NH3 and
H2O both have a tetrahedral electron geometry, but the shapes of the molecules
NH3 and H2O are triangular pyramids and bent (V) shapes, respectively.
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2.3.3 Molecular polarity
Molecular Polarity is the overall separation of opposite charges in a
molecule. The shape of the molecule affects molecular polarity. In a polar molecule,
there is a separation between a positive charge (σ+) and a negative charge (σ-)
which is called a dipole. Molecular polarity is evidenced by the presence of
attractive forces between molecules by an electric field. The positively charged part
of the molecule leads to the negative pole, whereas the negative end of the molecule
leads to the positive pole. (Watoni Haris, 2019).
Diatomic molecules consisting of the same two atoms as H2 and Cl2 are
nonpolar. Nonpolar molecules are molecules that do not notice the presence of a
positive pole and a negative pole in the molecule. Meanwhile, diatomic molecules
consisting of two atoms of different electronegativity such as NH3, H2O, and HBr
are polar. A polar molecule is a molecule that exhibits a positive pole and a negative
pole in the molecule. The polarity of the molecule can be estimated from the shape
of the molecule.
2.4 Relevant Research
1. Ayu Mutmaina Halim, Halimah Husain, Sugiarti in their research concluded that
the percentage of class X MIA 4 SMAN 1 Pinrang students who experienced
misconceptions about chemical bonding material was 40.64% (medium
category) and the causes of misconceptions experienced by class X MIA 4
SMAN students 1Pinrang on the subject matter of chemical bonds comes from
students, teachers and textbooks.
21
2. Siska, in her research, concluded that there had been misconceptions in the acid-
base material in almost all the questions tested on the sample with the percentage
level of each question being different and average. The average percentage level
of understanding the concept of class XI IPA SMA PGRI Pekanbaru on acid-
base material is 11% of students understand the concept, 55% of students who
experience misconceptions with moderate criteria, 33% of students do not
understand the concept, and 1% of students who have errors.
3. Rizky Dayu Utami, Salamah Agung and EviSapinatul Bahriah}, in their research
concluded that the average percentage of male students' misconceptions was
36% (medium) and 35% (moderate) for female students. Based on learning
indicators, it shows that the highest percentage of misconceptions in male
students is indicator 6 (Explaining the theory of acids and bases according to
Arrhenius) which is 47% (moderate), and female students are in indicator 4
(Writing the equations for acid and base reactions according to Bronsted- Lowry)
which is 50% (medium). In general, gender has no effect on the level of
misconceptions of state high school students in Depok City.
22
CHAPTER III
RESEARCH METHODOLOGY
3.1 Determination of Research Location and Time
This research was conducted at SMA Negeri 1 Lakea which is one of the
schools located in Buol Regency, Central Sulawesi Province. This research was
conducted in the odd semester of the 2020/2021 academic year.
3.2 Approaches and Types of Research
In this study, the researcher used descriptive qualitative research because
it aimed to analyze students' misconceptions using a three-tier multiple choice test
on the material of molecular form. Descriptive research is research that is intended
to investigate facts, circumstances, variables, and current phenomena which are
then presented as they are in the form of research reports (Sugiyono, 2017).
3.3 The Role of Researchers
The role of researchers in this study is that researchers act as data collectors
in addition to the use of instruments. The arrival of researchers in the field is
adjusted to the needs of the author. As stated by Sugiyono (2017: 222) that in
qualitative research, the research instrument or tool is the researcher himself. In
addition, the researcher acts as a human instrument that functions to determine the
focus of research, select informants as data sources, collect data, assess data quality,
interpret data and draw conclusions from their findings.
23
3.4 Data and Data Sources
The data in this study were obtained from test results in the form of student
answers using a three-tier multiple choice instrument on the material of molecular
form. In this test there are three levels, namely the first level asking the concept, the
second level asking the students' reasons from the first level, and the third level is
the level to ask students' confidence in answering the question. This instrument
consists of 10 questions covering the three indicators the material of molecular
shape is to determine the shape of the molecule from an image with a known
number of PEB and PEI, predict the molecular shape of an atom with a known
amount of PEB and PEI, predict the shape of a molecule based on the theory of
repulsion, analyze the shape and nature of the polarity of the molecule and analyze
the difference in bond angles .
The data sources in this study were all students of class X MIA at SMA
Negeri 1 Lakea who were registered for the 2020/2021 Academic Year, totaling 85
people. The technique in taking samples in this study is purposive sampling
(samples aimed). According to Arikunto (2009) that purposive sampling is a
sampling technique carried out by taking subjects not based on strata, random and
regional.
3.5 Data Collection Techniques
The data collection procedure is the most important step in research to
obtain data. Data collection can be done with various settings, sources and various
24
ways (Sugiyono, 2015). The data collection process used in this research is
observation, giving tests, interviews and documentation.
1. Observation
The observation referred to in this stage is in the form of observations
about the object and subject of research. This observation was carried out before
conducting research to obtain information on the description of the students'
understanding of molecular shape material at SMA Negeri 1 Lakea.
2. Giving Test
The test instrument used in this study is Three-Tier Multiple Choice. This
test instrument is given to students who are the sample The research is class X MIA
Negeri 1 Lakea. This study used a three-level multiple choice test. In this test there
are three parts, namely the first level is a multiple choice question with one answer
key and three distracting answers. The second level is the students' reasons for
answering questions, there are five reasons provided with four distracting reasons
and one open reason. The function of the existence of this open reason is to identify
the possibility of other reasons from the students' own thinking that are not
contained in the four reasons provided. Meanwhile, the third level is the level for
asking students' beliefs in choosing reasons for answering questions. Before the test
is used to collect data, the instrument validity and reliability tests are first tested.
a. Validity test
Validity test is a measuring instrument in the form of an instrument used
to obtain valid data. Valid means that the instrument can be used to measure what
25
should be measured (Sugiyono, 2017). The following is a table of criteria for
instrument validity.
Table 3.1 Instrument Validity Criteria
Limits Category
0,80 < rxy ≤ 1,00 Very high/very good

0,60 < rxy ≤ 0,80 High/good
0,40 < rxy ≤ 0,60 Enough/moderate
0,20 < rxy ≤ 0,40 Low/less
0,00 < rxy ≤ 0,20 Very low/very low
The level of validity of the content of multiple choice questions used the following
formula:
𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛𝑠 𝑡ℎ𝑎𝑡 𝑔𝑒𝑡 𝑎 𝑠𝑐𝑜𝑟𝑒 𝑜𝑓 2

𝑃= 𝑥 100%
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛𝑠
To provide an assessment of each item which is focused on two things, namely the
sentence used is communicative and contains the concept to be studied.
Determination of scoring to assess each item is given a score of 2 if the sentence
structure is communicative and contains the concepts to be studied. If given a score
of 1 if the sentence structure is communicative but does not contain the concept to
be measured or vice versa. Score 0 if both of these things do not meet the
requirements.
b. Reliability Test
Reliability test is a measuring instrument in the form of an instrument used
to obtain reliable data. That is, reliability indicates an understanding that a test can
be trusted to be used as a data collection tool. For this reason, to measure the
reliability of this test using the Cronbach Alpha formula as follows:
26
𝑘 ∑𝜎𝑖 2
r11= (
𝑘−1
) (1 − 𝜎𝑡 2
)
With :
r11 = test reliability coefficient
k = number of questions
∑𝜎𝑖 2 = number of item variances
𝜎t2 = total variance
The benchmarks for the interpretation of reliability are as follows:
Number 0.81 – 1.00 = very high
Number 0.61 – 0.80 = height
Number 0.41 – 0.60 = medium
Number 0.21 – 0.40 = low
Number 0.00 – 0.20 = very low
Arikunto (2009)
3. Interview
Interviews were conducted with the aim of knowing more deeply about the
misconceptions experienced by students. In conducting interviews, researchers also
need to listen carefully and record what the informants say.
4. Documentation
The documentation in question is that the researcher records all events that
occur in the field during the research process, both image documentation and
documentation in the form of sound recordings. The documentation obtained in this
27
study is in the form of images during the research process to find out students'
misconceptions about the material being tested.
3.6 Data Analysis Techniques
The data analysis technique used in this research is descriptive analysis,
namely analyzing data from test results. The data analysis used aims to give
meaning to the data that has been collected from the research sample by using a
test. In this study using a three-tier multiple choice test on the material of molecular
form, then analyzed by calculating grades and counting presentations or the number
of students who answered correctly and the number of students who answered
greetings on each of these questions.
According to Ayu Mutmaina (2017) the determination of the category of
understanding level using three-tier multiple choice (Three-tier diagnostic test) can
be seen in table 3.2
Table 3.2 Criteria for student understanding with the Three-tier diagnostic test
instrument
Tier 1 Score Tier 2 Score Tier 3 Category
True 1 True 1 Sure Knows the Concept (TK)
True 1 Wrong 0 Sure Misconception 1 (MK 1)
Wrong 0 True 1 Sure Misconception 2 (MK 2)
Wrong 0 Wrong 0 Sure Misconception 3 (MK 3)
True 1 True 1 Not Sure Knows the Concept (TK)
True 1 Wrong 0 Not Sure Knows the Concept (TK)
Wrong 0 True 1 Not Sure Knows the Concept (TK)
Wrong 0 Wrong 0 Not Sure Knows the Concept (TK)
28
After all the students' misconception test data is obtained, then the data is
calculated the percentage of each of the criteria with the following formula:
𝑆(1,2,3)
P(1,2,3) = x 100 %
𝐽𝑆
Information :
P1 = presentation of the number of students who understand the concept
S1 = the number of students who understand the concept
P2 = the percentage of students who have misconceptions
S2 = the number of students who have misconceptions
P3 = presentation of the number of students who do not understand the concept
S3 = the number of students who do not understand the concept
JS = total number of students taking the test
Based on this percentage, it will be known that the average misconception
in each indicator of Class X MIA students at SMA Negeri 1 Lakea as a whole.
3.7 Data Validity Check
Checking the validity of data in research can be done in the following
ways:
a. Colleagues (peer examination and discussion). This technique is used in
discussion forum media both formally and informally with colleagues.
b. Co-judging (co-judging), which is a descriptive category that has been made by
the researcher, then checked by the research team as a co-judge (examiner) to
show agreement with the category system.
29
c. The check-re-check carried out by the researcher in this case is to analyze and re-
analyze student responses in predetermined categories within the time
determined by the researcher.
3.8 Research Stages
The stages carried out in this research are:
1) Pre-Field Stage
The beginning of what the researcher did was to determine the school
under study in accordance with the title of the research
2) Field Worker Stage
It is part of the stage of collecting data from observations, the stage of
analyzing data from the results of the three-tier multiple choice test answers that
have been grouped into levels of misconception and the stage of evaluation and
reporting based on data analysis that has been carried out by researchers.
3) Completion Stage
It is part of the stage of collecting data from observations, the stage of
analyzing data from the results of the three-tier multiple choice test answers that
have been grouped into levels of misconception and the stage of evaluation and
reporting based on data analysis that has been carried out by researchers.
30
CHAPTER IV
RESULTS AND DISCUSSION
4.1 Research Results
This research is a qualitative descriptive study that aims to analyze the
misconceptions of class X MIA students at SMA Negeri 1 Lakea with a total sample
of 85 respondents. The results showed that the percentage of students' conceptual
understanding of the molecular shape material who understood the concept, who
experienced misconception 1 (MK 1), misconception 2 (MK 2), misconception 3
(MK 3) and did not understand the concept. Can be seen as in Table 4.1
Table 4.1: Percentage of students' misconceptions of SMA Negeri 1 Lakea on

the material of molecular form
Indicator Number PK MK 1 MK 2 MK 3 TPK

Question (%) (%) (%) (%) (%)
Determine the shape of 1 47 % 19% 13% 7% 14%
the molecule 2 18% 33% 15% 14% 20%
6 23% 13% 9% 28% 26%
7 14% 20% 14% 25% 27%
Average 25 21 13 18 22
Determine the shape of 3 26% 12% 18% 32% 12%
the molecule and relate 4 23% 19% 14% 16% 27%
it to the polarity of the 5 19% 19% 24% 18% 20%
molecule
8 7% 16% 29% 29% 18%
Average 19 16 21 24 19
Determine the bond 9 10% 20% 18% 29% 22%
angle 10 14% 18% 10% 25% 33%
Average 12 19 14 27 27
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4.1.1 Description of Student Concept Understanding in Determining
Molecular Shapes
The first indicator is to determine the shape of the molecule in questions
number 1,2, 6 and 7 where in this question students are asked to determine and
predict the shape of the molecule. The percentage of students' understanding
categories in the first indicator can be seen in Figure 4.1 below:
Understand the
concept
22% 25% Misconception1
Misconception 2
18%
21% Misconception 3
13% Don't Understand the
Concept
Figure 4.1: Percentage of Students' Understanding Categories on Indicators

of Determining Molecular Shapes
Based on Figure 4.1 the percentage of students who understand the concept
of the first indicator is 25%, students who experience misconception 1 are 21%,
students who experience misconception 2 are 13%, students who experience
misconception 3 are 18%, and students who do not understand the average concept
the average percentage is 22%.
1.1.2 Description of Student Concept Understanding in Determining
Molecular Shapes and Connecting It with Molecular Polarity
The second indicator is to determine the polarity of the compound in
questions 3,4,5 and 8 where in this question students are asked to determine the
shape associated with the polarity of the compound. The percentage of students'
understanding categories in the second indicator can be seen in Figure 4.2 below:
32
Understand concept
19% 19% Misconception 1
Misconception 2
16%
24%
Misconception 3
21%
Don't Understand the
Concept
Figure 4.2 : Percentage of Students' Understanding Categories on Indicators of

Determining Molecular Shapes and Connecting It with Molecular
Polarity
Based on Figure 4.2 the percentage of students who understand the concept
of the second indicator is 19%, students who experience misconception 1 are 16%,
students who experience misconception 2 are only 21%, students who experience
misconception 3 are 24%, and students who do not understand the average concept
the average percentage is 19%.
1.1.2 Description of Student Concept Understanding in Determining the Form
of Bond Angle
The third indicator is to determine the bond angle of a molecule in
questions number 9 and 10, where in this question students are asked to be able to
determine the bond angle of a molecule.
33
Understand Concept
12%
27% Misconception 1
19% Misconception 2
Misconception 3
27% 14%
Don't Understand the
Concept
Figure 4.3 : Percentage of Student Understanding Category on Indicator

Determining Bond Angle
4.2 Discussion
Based on the research data, it shows that the use of diagnostic tests is
effective for analyzing students who have misconceptions. In the grouping, the level
of student understanding is analyzed based on the level of student understanding in
each indicator. The misconceptions on the subject of molecular forms to students
for each indicator are presented in the following description.
4.2.1 Students' misconceptions in determining molecular shape
Based on Table 4.1 in question number 1, it was found that students who
understand the concept of determining the molecular forms of a compound are 47%,
do not understand the concept are 14%, students who experience misconception 1
are 19%, students who experience misconception 2 are 13% , and students who
experienced misconception 3 only 7%. In this concept, most students experienced
misconceptions 1 (MK 1) obtained in the answers of students who answered
correctly in Q1 with the wrong reason in Q2 and believed in answering Q3 in
determining the shape of the molecule by 19%. Of the 19% of students who
34
answered correctly (Q1) and the reason was wrong (Q2) by stating that the type of
molecule AB4e0 is (1) the type of molecule AB4e0 has a planar triangular shape as
much as 13%, (2) the type of molecule AB4e0 has a trigonal planar shape as much
as 3% , and (3) the molecular type AB4e0 has an octahedral shape as much as 6%.
The misconception found in question number 1 is that students think that the PEI
and PEB bonds affect the shape of the molecule so that students see the picture and
relate it to what is being asked in the question, then choose a reason without
applying the electron domain theory in predicting the shape of a molecule. The
actual concept is the main factor that determines the shape of the molecule based
on the VSEPR theory is the repulsion force of the electron pairs (PEI and PEB)
around the central atom, so that the correct molecular shape for the shape of the
AB4e0 molecule type, which is tetrahedral, has 4 PEI in the absence of PEB.
Based on Table 4.1 in question number 2, it is found that students who
understand the concept of molecular shape by 18% are included in the very poor
category and students who experience misconception 1 are 33%, students who
experience misconception 2 are 15%, students who experience misconception 3 are
14 % and students who do not understand the concept of 20%. In this concept, most
students experienced misconception 1 (MK 1), from 33% of students who answered
correctly (Q1) and the reason was wrong (Q2) by stating that the shape of the
molecule is (1) Both PEB and PEI point towards the corners of the tetrahedral as
much as 8%, (2) Both PEB and PEI lead to the octahedral direction by 28%, and
(3) PEB is involved in determining the shape of the molecule but PEB does not
affect the bond angle by 2%. The misconception found in question number 2 is that
35
in general students think that PEB and PEI affects the shape of the molecule, in this
concept most students experience misconception 1 where students choose the
wrong reason more, and students think PEB and PEI lead to octahedral. This proves
that students do not understand the basic geometry of molecules and students are
still influenced by the PEB image, which is actually not involved in determining
the shape of the molecule but PEB itself affects the bond angle.
understand the concept of predicting molecular shape are 23% and students who
9%, misconception 3 are 28%, and students who do not understand the concept as
much as 26%. In this concept, most students experience misconception 3 (MK 3)
where more students choose the wrong answer (Q1) and the wrong reason (Q2)
with a level of confidence (Q3) Sure. The misconception that occurs in question
number 6 is that in general students think that if the non-bonding electron pair in
the ClF3 molecule is placed in an equatorial position, the appropriate form is
tetrahedral, the actual concept is that the repulsion between the electron pairs in the
valence shell of the chlorine atom in ClF3 can be minimized by placing the two
electrons in the valence shell. lone pairs of electrons in a trigonal bipyramid in the
equatorial position. This is what causes the most likely shape is the T shape.
understand the concept of predicting molecular shape are only 14%, students who
14%, students who experience misconception 3 are 25%, and student who do not
36
understand the concept as much as 27%. In this concept, most of the students
experienced misconceptions 3 (MK 3). Of the 25% students who answered
incorrectly (Q1) and the reason was wrong (Q2) by stating (1) Valence electrons
are involved in the bonding of the surrounding Br atoms, forming a single bond
(PEI= 4) then the P atom has 1 lone pair of electrons as much as 6%, (2) the valence
electrons are involved in the bonding of the surrounding Br atoms, forming a single
bond (PEI=4) then the P atom has no lone pairs of electrons as much as 5%, (3 The
valence electrons are involved in the bonding of the surrounding Br atoms, forming
a single bond (PEI=5), so the P atom has 1 lone pair of electrons as much as 16%.
The misconception that occurs in question number 7 is that students assume that the
compound PBr5 has a lone pair of electrons, the actual concept is that the P atom
as the central atom has 5 valence electrons, all valence electrons are involved in
bonding with five surrounding Br atoms so that each forms a bond. single (PEI=5)
then the P atom has no PEB.
Based on the average of the answers given, students are more likely to
guess and not in accordance with the concepts that have been studied. Students tend
to find it difficult to apply electron domain theory and VSEPR theory in predicting
the shape of a molecule and students do not understand the basic geometry of
molecules.
Based on the description above, it can be concluded that this
misconception occurs possibly due to the teacher's teaching methods that make it
difficult for students to understand the material being studied and are supported by
students who do not repeat the lessons that have been given.
37
4.2.2 Students' Misconceptions in Determining Molecular Shapes and
Connecting It with Molecular Polarity
understand the concept of determining the shape of a molecule and relating it to
molecular polarity are 26%, students who experience misconception 1 are 12%,
students who experience misconception 2 are 18%, students who experience
misconception 3 are 32% and students who do not understand the concept of 12%.
In this concept, most students experience misconception 3 (MK 3) where more
students choose the wrong answer (Q1) and the wrong reason (Q2) with a level of
confidence (Q3) Sure. Molecular polarity is the behavior of a substance that
resembles a magnetic field where the symmetry of a molecule's shape also affects
the polarity of a molecule. However, there are still many students who choose the
PEB 0 and PEI options with symmetrical molecular shapes so that they are non-
polar. In this concept, students assume that all molecules that do not have PEB must
be non-polar and molecules that have PEB must be polar molecules, in fact the
symmetry of a shape also affects the polarity of a molecule.
understand the concept of 23%, students who experience misconception 1 by 19%,
students who experience misconception 2 by 14%, students who experience
misconception 3 by 16% and students who do not understand the concept of 27%.
In this concept, most students experience misconception 1 (MK 1) where students
more choose the wrong reason, and students assume that the two molecules have a
symmetrical shape and a dipole moment < 0. The real concept is that a molecule is
38
non-polar because it has a symmetrical shape and a dipole moment = 0. This proves
that it still exists. students who do not understand the concept of molecular polarity.
Based on Table 4.1 in question number 5, it was found that 19% of students
who understand the concept, 19% of students who experience misconception 1,
24% of students who experience misconception 2, 18% of students who experience
misconception 3 and 18% of students who do not understand the concept. 20%. In
this concept, most students experience misconception 2 (MK 2) this happens
because students think that the central atom in the BF3 molecule does not have PEB
and is symmetrical in shape, conceptually correct but most students still cannot
determine the shape of the molecule correctly when connected to polarity.
molecule.
misconception 3 by 29% and students who do not understand the concept of 18%.
The misconception that arises in this problem, some students think that the shape
of SF4 is tetrahedral. The reason students stated that the shape of the molecule is
tetrahedral is because of the PEI of the F atom. In VSEPR theory the S atom as the
central atom has 6 valence electrons, four valence electrons are involved in bonding
with the 4 surrounding F atoms each forming a single bond (PEI=4) then the S atom
has one lone pair of electrons (PEB = 1) so that 1 PEB causes the electron attraction
to be uneven or not symmetrical, so SF4 is polar.
39
Based on the description above, it can be concluded that this
misconception occurs possibly due to an error in capturing the concept of material
by students, where students are instructed to study on their own by using books that
have been given by the teacher to train students to understand the concepts in the
material before the learning process at school, However, this method can sometimes
lead to misconceptions because there is a possibility that the lack of knowledge that
students have of the material will lead to an understanding of concepts that are
different from the actual concepts and even contradict the actual concepts.
4.2.3 Students' Misconceptions in Determining Bond Angles
Based on Table 4.1 in question number 9 obtained 10% of students who
understand the concept, 20% of students who experience misconception 1, 18% of
students who experience misconception 2, 29% of students who experience
misconception 3 and 22 students who do not understand the concept. %. In this
concept, most students experience misconception 3 (MK 3) where students prefer
answers (Q1) and reasons (Q2) are wrong. The size of the bond angle is caused by
the repulsion force that is greater than the PEI repulsion, but there are still many
students who choose the answer option for the PEB repulsion style with the PEI
repulsion force. In this concept, students assume that neither PEB nor PEI are
involved in determining the bond angle, the real concept is The greatest repulsion
occurs between PEB-PEB so that this repulsion will push other bonds in such a way
that the bond angle is reduced in order to minimize the repulsion between PEB.
Based on Table 4.1 in question number 10 obtained students who
40
misconception 3 by 25% and students who do not understand the concept of 33 %.
In this concept, most students experience misconception 3 (MK 3) where students
choose the answer (Q1) wrong and the reason (Q2) is wrong and the level of
confidence (Q3) is sure. Compounds including the trigonal bipyramidal molecular
shape are SF5, SbCl5, and PCl5 which have bond angles formed are 1200 and 900.
However, there are still many students who choose the molecular shape option
which is composed of three atoms bonded in a line, the angle between two the
equatorial bond is 900, the axial and equatorial bonds are 1200 and between the two
axial bonds is 1800. There are also those who think that the shape of the molecule
is composed of five bonded atoms, the angle between the two equatorial bonds is
1090, that between the axial bond and the equatorial bond is 900 , and between the
two axial bonds is 1800. This proves that there are still many students who do not
understand in determining the shape of the molecule associated with the bond angle.
Based on the description above, it can be concluded that misconception 3
(MK 3) has the highest percentage than misconception 1 (MK 1) and misconception
2 (MK 2) because students tend to not understand in determining the shape of a
molecule, and it can also be caused by the level of difficulty of the questions. This
misconception occurs as a result of the teacher's teaching method which is
considered too monotonous because the learning process is only centered on the
teacher compared to students. So that students only mostly take notes continuously
without understanding the concepts that the teacher gives. Students who are diligent
in taking notes do not necessarily understand the material they have written.
41
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusion
Based on the results of research and analysis of misconceptions data, it can
be concluded that the misconceptions experienced by class X MIA students at SMA
Negeri 1 Lakea are that most students still experience many misconceptions about
the material in molecular forms with different percentage levels for each indicator.
The percentage of misconceptions in indicator 1, namely misconception 1 (MK 1)
is 21%, misconception 2 (MK 2) is 13% and misconception 3 (MK 3) is 25%. For
the average percentage of misconceptions in indicator 2, namely misconception 1
(MK 1) by 16%, misconception 2 (MK 2) by 21% and misconception 3 (MK 3) by
24%. Then the average percentage of misconceptions in indicator 3, namely
misconception 1 (MK 1) is 19%, misconception 2 (MK 2) is 14% and
misconception 3 (MK 3) is 27%.
5.2 Suggestions
Based on the research results obtained, the researchers suggest the
following:
1. Teachers are expected to provide models and learning strategies that are
suitable for molecular shape material so that the concepts given to students
can be understood properly and correctly.
2. Students are expected to increase motivation in learning as well as looking
for a complete concept.
42
3. To other researchers, the research results can be used as a basis for further
misconception research.
43
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46
Appendix 1. Research Instruments
TEST INSTRUMENTS
Subject : Chemistry
Class :X
Material : Molecular Shape
School : 1 Lakea State High School
CHARGING INSTRUCTIONS :
I. Read each question carefully

II. Choose the answer that you think is most appropriate in step 1
III. Choose the right reason in step 2, if your reason is not in the available options,
write your own reason in the other options
IV. In stage 3 choose option a if you are sure of your answer in the previous two
stages and choose option b if you are not sure of your answer in the previous
two stages
V. Pray before doing it
1. Below are the molecular forms of a compound:
I II III IV V
Of the several forms of molecules above, which form of molecules has the type of
molecule AB4e0 ………
A. I
B. II
C. III
D. IV
E. V
Reason :
47
A. The type of molecule AB4e0 has the shape of a planar
B. The molecular type AB4e0 has a tetrahedral shape
C. The molecular type AB4e0 has a trigonal planar shape
D. The molecular type AB4e0 has an octahedral shape
E. ………………………….
Are you sure about your answer?
A. Sure
B. Not Sure
2. Look at the picture below!
The correct molecular shape of a compound for the picture above is..
A. Tetrahedral
B. Trigonal Planar
C. Quadrilateral
D. Octahedral
E. The quadrilateral pyramid
Reason :
A. Both PEB and PEI point towards the corners of the tetrahedral
B. PEB is not involved in determining the shape of the molecule even though PEB
itself affects the bond angle
C. One orbital filled with PEB will occupy one side of the face of the octahedral
D. PEB is involved in determining the shape of the molecule because PEB itself
affects the bond angle
E…………………….
A. Sure
B. Not sure
3. A compound formed between one P atom (atomic number 15) and three Br atoms (atomic
number 35) has the following Lewis structure
48
The shape and polarity of the molecule is...
A. Planar triangle and nonpolar
B. T-Shape and Polar
C. Tethrahedral and nonpolar
D. Triangular and polar pyramids
E. Planar triangle and polar
Reason :
A. Has PEB 0 and PEI 3, the shape of the molecule is symmetrical so it is nonpolar
B. Has PEB 2 and PEI 3 so they are polar
C. Has PEB 0 and PEI 4 so it is nonpolar
D. Having PEB 1 and PEI 3 the molecular shape is not symmetrical so it is polar
E………………………………
A. Sure
B. Not sure
4. The S atom (atomic number 16) is the central atom in compounds with O (atomic
number 8). The following two species which are nonpolar and do not have a lone
pair of electrons on the S atom are
A. SO dan SO32-
B. SO2 dan SO32-
C. SO3 dan SO32-
D. SO3 dan SO42-
E. SO2 dan SO42-
Reason :
A. Because the two molecules have a symmetrical shape and the dipole moment <
0
B. Because the two molecules have an asymmetrical shape and the dipole moment
=0
C. Because the two molecules have a symmetrical shape and the dipole moment >
0
D. Because the two molecules have a symmetrical shape and the dipole moment =
0
E. …………………
A. Sure
B. Not sure
5. The atomic numbers of B, F, and Cl are 5, 9, and 17, respectively.

A. Triangular and polar bipyramids
B. T-shaped and polar
49
C. Planar triangle and polar
D. Tetrahedral and nonpolar
E. Seesaw and nonpolar
Reason :
A. the central atom has no PEB and dipole moment = 0
B. The central atom has 1 PEB and dipole moment > 0
C. The central atom has no PEB and is asymmetrical in shape
D. The central atom has 2 PEB and is symmetrical in shape
E……………………….
A. Sure
B. Not sure
6. A molecule has 5 pairs of electrons around the central atom. Two of them are
lone pairs of electrons. What is the most probable shape of the molecule?
A. Tetrahedral
B. Linear
C. The letter T is bent
D. Letter V
E. Trigonal bipyramid
Reason :
A. PEB occupies an equatorial position in a symmetrical position so that a linear
shape is obtained
B. The PEB will have minimal repulsion if its position is towards the corners of the
tetrahedral
C. PEB will occupy the equatorial position and a bent T shape is obtained
D. The existing PEB points to the corners of the trigonal bipyramid
E………………….
A. Sure
B. Not sure
7. The shape of the molecule can be predicted based on the theory of repulsion of
valence shell electron pairs surrounding the central atom. If the atomic number
of P is 15, and that of Br is 35, then the molecular shape of PBr5 is………
A. Tetrahedron
B. Quadrilateral bipyramid
C. Trigonal bipyramid
D. Trigonal pyramid
E. V . shape
Reason :
50
A. The valence electrons are involved in bonding with the surrounding Br atoms,
forming a single bond (PEI=4) then the P atom has 1 lone pair of electrons
B. The valence electrons are involved in bonding with the surrounding Br atoms,
forming single bonds (PEI=4) and the P atoms have no lone pairs of electrons
C. The valence electrons are involved in bonding with the surrounding Br atoms,
forming a single bond (PEI=5) and the P atom has 1 lone pair of electrons
D. All the valence electrons are involved with the five surrounding Br atoms,
forming a single bond (PEI=5) and the P atom has no lone pairs of electrons
E…………………..
A. Sure
B. Not sure
8. The atomic numbers of S and F are 16 and 9. The two elements can form the
molecule SF4. The molecular shape and polarity of the compound SF4 is….
A. Tetrahedral and nonpolar
B. Triangular and polar bipyramids
C. Planar quadrilateral and nonpolar
D. Seesaw and polar
E. Quadrilateral and non-polar pyramids
Reason :
A. There is 1 PEB causing the electron attraction to be uneven or not symmetrical,
so SF4 is polar
B. There is 1 PEB causing the electron attraction to be uniform or symmetrical, so
SF4 is polar
C. There is 1 PEB causing the electron attraction to be uneven or asymmetric, so
SF4 is nonpolar
D. There are 2 PEB causing the electron attraction to be uneven or asymmetric so
SF4 is nonpolar
E. …………………..
A. Sure
B. Not sure
9. Look at the picture below
51
The water molecule has a bond angle of 104.50. This angle is smaller than the
tetrahedral angle (109,50). This is caused by……
A. PEB repulsion force > PEI
B. Repelling force PEB = PEI
C. Repulsion force PEB < PEI
D. The water molecule has 4 pairs of electrons
E. The size of the oxygen atom is larger than the hydrogen atom
Reason :
A. There is a repulsion of 2 PEB so that it affects the bond angle
B. There is a repulsion of 2 PEB and 2 PEI so that it affects the bond angle
C. The greatest repulsion occurs between PEB - PEB so that this repulsion will push
other bonds in such a way that the bond angle is reduced in order to minimize
the repulsion between PEB
D. The greatest repulsion occurs between PEB - PEI so that this repulsion will push
other bonds in such a way that the bond angle is reduced in order to minimize
the repulsion between PEB and PEI
E………………….
A. Sure
B. Not sure
10. A molecule is a collection of 2 or more atoms in a certain arrangement that is

bound by chemical forces, the molecule will form an arrangement of atomic
spaces known as molecular geometry. Based on this statement, which of the
following compounds has a trigonal bipyramidal shape?
A. HgBr2, CdCl2 and BeH2

B. BCl3, BF3, and Gal3
C. CCl4, CH4, and SnCl4
D. PF5, SbCl5, and PCl5
E. SF6, TeF6, and SeF6
Reason :
52
A. The shape of a molecule composed of three atoms bonded in a line and an atom
is the central atom. The angle between the two equatorial bonds is 900, that
between the axial bond and the equatorial bond is 1200, and between the two
axial bonds is 1800 .
B. The shape of a molecule composed of four atoms. The angle between the two
equatorial bonds is 1800, that between the axial bond and the equatorial bond is
900, and between the two axial bonds is 1200.
C. The shape of a molecule composed of five bonded atoms. The angle between the
two equatorial bonds is 1090, that between the axial bond and the equatorial bond
is 900, and between the two axial bonds is 1200 .
D. The shape of the molecule consists of two pyramidal shapes joined in one plane.
The angle between the two equatorial bonds is 1200, that between the axial bond
and the equatorial bond is 900, and between the two axial bonds is 1800 .
A. Sure
B. Not sure
53
Appendix 2. Instrument Answer Key
No. CU Answer No. CU Answer

Question Question
1 Q1 B 6 Q1 C
Q2 B Q2 C
Q3 A Q3 A
2 Q1 C 7 Q1 C
Q2 B Q2 D
Q3 A Q3 A
3 Q1 D 8 Q1 D
Q2 D Q2 A
Q3 A Q3 A
4 Q1 D 9 Q1 A
Q2 D Q2 C
Q3 A Q3 A
5 Q1 C 10 Q1 D
Q2 C Q2 D
Q3 A Q3 A
54
Appendix 3. Instrument Validation Sheet
Instrument validation was carried out before conducting the research. The
validity of the instrument was carried out by 3 expert validators. The data from the
validation results can be seen in the table of the percentage of questions (P) for each
of the following expert validators:
Table 1: Results of the Percentage of Questions (P) of Each Expert Validator
Number Evaluator
Question A (Skor) B (Skor) C (Skor)
1 2 2 2
2 2 2 2
3 2 2 2
4 2 2 2
5 2 2 2
6 2 2 2
7 2 2 2
8 2 2 2
9 2 2 2
10 2 2 2
Information :
1. Assessor A : Dr. Masrid Pikoli, S.Pd., M.Pd
2. Assessor B : Jafar La Kilo, S.Pd., M.Sc
3. Assessor C : Zulhijra Lanyumba S.Pd
The percentage of questions (P) for each validator is as follows:

the number of questions that get a score of 2
1) P (A) = 𝑥 100 %
total number of questions
10
= 𝑥 100 %
10
= 100 %
2) P (B) = 𝑥 100 %
10
= 𝑥 100 %
10
55
= 100 %
3) P (C) = 𝑥 100 %
10
= 𝑥 100 %
10
= 100 %
The average percentage of questions that get a score of 2 is:

𝑃(𝐴)+𝑃(𝐵)+𝑃(𝐶) 100+100+100 300
= = = 100%
3 3 3
Thus the level of validity of the question is 100% valid.
56
Appendix 4 Reliable Test Sheet
NO NAMA SISWA KELAS NOMOR SOAL Xt (Xt)2
1 2 3 4 5 6 7 8 9 10
1 Abdul Bestari XI MIA 1 1 0 1 0 0 0 1 0 1 0 4 16
2 Aditya Anaki H XI MIA 1 1 1 0 0 0 0 0 0 0 0 2 4
3 Adrian XI MIA 1 1 0 1 1 1 1 0 0 0 0 5 25
4 Adrian A. Taca'ali XI MIA 2 1 0 0 0 0 1 0 0 0 1 3 9
5 Ahmad Rijal XI MIA 2 1 1 1 0 1 1 0 0 0 0 5 25
6 Alhaidar XI MIA 2 1 1 0 0 0 1 1 0 0 0 4 16
7 Asy-syifah khairunnisah XI MIA 1 1 0 1 0 0 1 0 0 1 1 5 25
8 Didin Putra Irawan XI MIA 1 1 0 1 0 0 1 0 0 0 1 4 16
9 Fadilah S Taar XI MIA 1 1 0 0 0 0 0 1 0 0 0 2 4
10 Hasriyanti XI MIA 1 1 1 1 0 0 0 0 0 0 0 3 9
11 Harlan XI MIA 1 1 0 0 1 0 1 0 1 1 1 6 36
12 Irdawanti XI MIA 2 1 0 0 0 1 1 1 1 0 0 5 25
13 Idrawan XI MIA 2 0 0 0 1 0 0 0 1 0 0 2 4
14 Imelda Husain XI MIA 1 1 0 0 0 0 0 1 0 0 0 2 4
15 Jusran XI MIA 2 0 1 0 0 0 1 0 0 0 0 2 4
16 Moh Aril XI MIA 2 1 1 0 0 1 1 1 1 0 1 7 49
17 Moh Abyan XI MIA 2 1 1 0 0 1 1 0 1 0 0 5 25
18 Nawang Sari XI MIA 2 0 0 1 1 1 1 1 0 0 0 5 25
19 Nurhidayah XI MIA 2 1 1 1 0 0 1 1 0 0 0 5 25
20 Nur Endang XI MIA 2 0 0 1 0 0 0 0 0 0 0 1 1
21 Rahman XI MIA 2 0 0 1 0 0 1 1 0 1 0 4 16
22 Ricky Rifaldi XI MIA 2 1 1 0 1 1 1 0 0 0 0 5 25
23 Risna R Julunau XI MIA 2 1 0 1 0 0 1 0 1 1 1 6 36
24 Siti Mutia Mokodompit XI MIA 1 1 1 0 0 0 0 1 0 0 1 4 16
25 Safira XI MIA 2 0 1 1 0 0 0 1 0 0 0 3 9
26 Susiani XI MIA 2 1 1 0 0 0 0 0 0 0 0 2 4
27 Sri Hardini XI MIA 2 1 0 0 0 0 1 0 0 0 0 2 4
28 Titin Selvani XI MIA 2 1 1 0 1 1 1 1 1 1 0 8 64
29 Yulianti Oktaviana XI MIA 2 1 1 0 1 1 1 1 1 1 0 8 64
30 Yuliani R Ismail XI MIA 2 1 0 1 1 0 0 1 1 0 0 5 25
∑ 24 14 13 8 9 19 14 9 7 7 124 610
pi 1.2 0.7 0.65 0.4 0.45 0.95 0.7 0.45 0.35 0.35
qi -0.2 0.3 0.35 0.6 0.55 0.05 0.3 0.55 0.65 0.65
pi.qi -0.24 0.21 0.2275 0.24 0.2475 0.0475 0.21 0.2475 0.2275 0.2275
∑pi.qi 1.645
St^2 k/k-1 ( St2 - ∑piqi)/St2 r

4.876735 1.07 0.662684131 0.71002
57
Appendix 5. Student Answer Score
Skor Q1
No Nama Siswa Nama Sekolah Jenis Kelamin Nomor Soal
1 2 3 4 5 6 7 8 9 10
B C D D C C C D A D
1 Adelia M. Laumarang SMA N 1 LAKEA Perempuan 1 1 1 1 0 1 0 1 0 1
2 Aditya SMA N 1 LAKEA Laki-Laki 1 1 0 0 0 1 0 0 0 1
3 Admisyar B. Mokol SMA N 1 LAKEA Laki-Laki 1 1 1 0 1 0 0 0 0 0
4 Adriawan SMA N 1 LAKEA Laki-Laki 0 0 0 0 1 1 1 1 1 1
5 Alini SMA N 1 LAKEA Perempuan 1 1 1 1 0 1 1 1 1 1
6 Amanda SMA N 1 LAKEA Perempuan 1 1 0 0 1 1 0 0 0 1
7 Andi Fausal SMA N 1 LAKEA Laki-Laki 1 1 1 1 1 1 1 1 1 0
8 Andita SMA N 1 LAKEA Perempuan 1 1 1 1 1 1 1 0 1 1
9 Ardi SMA N 1 LAKEA Laki-Laki 1 1 0 0 1 0 1 0 0 0
10 Arif Hidayat Y. Husain SMA N 1 LAKEA Laki-Laki 1 0 1 1 0 1 1 1 0 0
11 Armi SMA N 1 LAKEA Perempuan 1 0 1 1 0 0 1 0 1 0
12 Candra SMA N 1 LAKEA Perempuan 1 1 1 1 0 1 1 0 1 1
13 Cici Paramida SMA N 1 LAKEA Perempuan 1 1 1 0 1 1 1 0 1 0
14 Danil S. Husain SMA N 1 LAKEA Laki-Laki 1 0 0 1 0 0 0 0 0 0
15 Danisa SMA N 1 LAKEA Perempuan 1 0 1 1 1 0 1 1 1 0
16 Desi Warsila Boromang SMA N 1 LAKEA Perempuan 1 1 1 1 0 1 1 1 1 1
17 Efendi SMA N 1 LAKEA Laki-Laki 1 1 1 1 0 1 1 1 0 0
18 Efayanti A. Rahma SMA N 1 LAKEA Perempuan 1 0 1 0 1 0 1 0 0 0
19 Eka Asria Lagarutu SMA N 1 LAKEA Perempuan 1 1 1 0 1 0 1 0 1 0
20 Eka R. Dullah SMA N 1 LAKEA Perempuan 1 0 0 1 0 1 0 1 1 1
21 Farmi A. Laumarang SMA N 1 LAKEA Perempuan 1 1 1 0 1 1 1 1 1 1
22 Febriana SMA N 1 LAKEA Perempuan 1 1 0 1 0 1 0 0 1 1
23 Gita Rianingsi SMA N 1 LAKEA Perempuan 1 1 0 1 0 1 0 0 0 0
24 Husna AT. Talebo SMA N 1 LAKEA Perempuan 1 0 0 1 0 0 0 0 1 1
25 Husaini SMA N 1 LAKEA Perempuan 1 1 1 0 1 0 1 0 0 0
26 Habil SMA N 1 LAKEA Laki-Laki 1 1 0 1 0 1 0 0 0 1
27 Idrus SMA N 1 LAKEA Laki-Laki 1 1 0 1 0 1 0 0 1 1
28 Ikrawati SMA N 1 LAKEA Perempuan 1 1 0 1 0 0 0 0 1 0
29 Imelda B. Habo SMA N 1 LAKEA Perempuan 1 1 0 1 0 1 0 0 1 0
30 Indriati SMA N 1 LAKEA Perempuan 1 1 0 1 0 1 0 0 1 1
31 Intan Jaelani SMA N 1 LAKEA Perempuan 0 1 0 0 1 1 1 0 1 0
32 Juita S. Taha SMA N 1 LAKEA Perempuan 1 1 1 0 1 1 0 1 0 0
33 Jaslan SMA N 1 LAKEA Laki-Laki 1 0 0 0 0 0 0 0 0 0
34 Kurnia Susilawati SMA N 1 LAKEA Perempuan 0 0 0 1 1 1 0 0 0 1
35 Lisrawana I. Bantilan SMA N 1 LAKEA Perempuan 0 1 1 1 1 0 1 0 0 1
36 Lilis Mutiara SMA N 1 LAKEA Perempuan 0 1 0 0 1 0 0 0 0 0
37 Maemun Labanji SMA N 1 LAKEA Perempuan 1 0 0 0 1 1 0 0 0 0
38 Mardalena SMA N 1 LAKEA Perempuan 1 1 0 0 0 0 1 0 0 0
39 Masrun SMA N 1 LAKEA Laki-Laki 0 0 1 0 0 0 1 0 1 0
40 Mifta Indriani SMA N 1 LAKEA Perempuan 1 1 1 1 1 0 1 0 0 0
58
41 Moh. Ibnu Rizki SMA N 1 LAKEA Laki-Laki 0 1 1 1 0 1 0 0 0 0
42 Moh. Ramadanil SMA N 1 LAKEA Laki-Laki 0 1 0 0 0 0 1 0 0 1
43 Moh. Ali Madusila SMA N 1 LAKEA Laki-Laki 0 0 0 0 1 0 0 1 0 1
44 Moh. Yusril K. Kaimo SMA N 1 LAKEA Laki-Laki 0 0 0 0 1 0 0 0 1 0
45 Moh. Farid SMA N 1 LAKEA Laki-Laki 1 1 0 1 1 1 0 1 1 0
46 Moh. Zhidan SMA N 1 LAKEA Laki-Laki 0 0 0 0 1 1 0 0 0 1
47 Murli Tisya SMA N 1 LAKEA Perempuan 1 1 1 1 1 1 1 1 1 1
48 Nukfa SMA N 1 LAKEA Perempuan 1 0 1 1 1 1 1 1 1 0
49 Nur Aziza M. Taim SMA N 1 LAKEA Perempuan 0 1 0 1 0 0 1 0 0 0
50 Nina Andriani SMA N 1 LAKEA Perempuan 0 0 0 1 1 0 1 0 1 1
51 Nur Anisa SMA N 1 LAKEA Perempuan 1 1 1 1 1 1 1 0 1 1
52 Nurul J. Dua SMA N 1 LAKEA Perempuan 0 1 1 1 1 1 0 0 0 1
53 Nurwahidah SMA N 1 LAKEA Perempuan 0 1 0 0 0 0 0 1 1 1
54 Puspita SMA N 1 LAKEA Perempuan 1 0 0 0 0 0 0 0 0 0
55 Pingsi SMA N 1 LAKEA Perempuan 0 0 0 1 0 0 1 0 0 0
56 Pusrawati SMA N 1 LAKEA Perempuan 1 1 1 1 1 1 0 0 1 1
57 Putri Patrisia SMA N 1 LAKEA Perempuan 1 1 0 0 1 0 1 1 0 0
58 Rahmatia SMA N 1 LAKEA Perempuan 0 0 0 0 0 1 0 0 0 1
59 Ridwan A.R Laindjong SMA N 1 LAKEA Laki-Laki 1 0 1 0 0 0 0 0 1 0
60 Risman A. Tauke SMA N 1 LAKEA Laki-Laki 1 0 0 1 0 0 0 0 0 1
61 Rizwal SMA N 1 LAKEA Laki-Laki 1 0 0 0 1 0 0 0 0 1
62 Ruly SMA N 1 LAKEA Laki-Laki 1 1 1 0 1 1 0 0 0 1
63 Rahmatia AR SMA N 1 LAKEA Perempuan 1 0 0 1 0 1 0 0 0 0
64 Rifaldo Saputra SMA N 1 LAKEA Laki-Laki 1 1 1 0 0 0 0 0 0 0
65 Siti Rahmadina SMA N 1 LAKEA Perempuan 1 1 0 1 0 0 1 0 0 0
66 Sofiana S. Bisi SMA N 1 LAKEA Perempuan 1 1 0 0 1 0 1 0 1 0
67 Sumarni Mohidin SMA N 1 LAKEA Perempuan 0 1 1 1 1 1 0 0 1 0
68 Sumarni Rusmin SMA N 1 LAKEA Perempuan 1 0 1 1 0 0 0 0 1 0
69 Sakilah SMA N 1 LAKEA Perempuan 1 0 0 1 1 1 0 0 0 0
70 Sandi Aziz SMA N 1 LAKEA Laki-Laki 1 1 0 0 0 0 1 0 0 1
71 Septi Aulia SMA N 1 LAKEA Perempuan 1 1 1 1 1 1 0 0 1 0
72 Seruni SMA N 1 LAKEA Perempuan 1 0 0 1 1 0 0 0 0 0
73 Sucila A. Fatha SMA N 1 LAKEA Perempuan 1 1 0 1 0 1 1 0 0 0
74 Sukmawati SR SMA N 1 LAKEA Perempuan 1 0 0 0 1 0 0 1 0 0
75 Salsa Wanda SMA N 1 LAKEA Perempuan 1 1 0 0 1 0 0 0 0 0
76 Sri Devita Saiful SMA N 1 LAKEA Perempuan 1 1 1 1 0 1 1 1 1 1
77 Sri Imelda SMA N 1 LAKEA Perempuan 1 0 0 0 0 0 0 0 0 0
78 Sarlan SMA N 1 LAKEA Laki-Laki 0 0 0 0 1 0 0 1 0 0
79 Selfi SMA N 1 LAKEA Perempuan 0 1 0 1 1 1 0 0 1 0
80 Teguh Praditya SMA N 1 LAKEA Laki-Laki 1 1 0 1 0 0 1 0 0 0
81 Tiara SMA N 1 LAKEA Perempuan 0 0 1 1 1 1 0 1 0 0
82 Yuspandi SMA N 1 LAKEA Laki-Laki 1 1 1 1 1 1 1 1 1 1
83 Zahratul Nisa SMA N 1 LAKEA Perempuan 1 0 1 0 1 0 0 0 0 0
84 Zaldi Rahmadan SMA N 1 LAKEA Laki-Laki 1 1 1 1 1 1 1 1 0 1
85 Aldino SMA N 1 LAKEA Laki-Laki 1 0 1 1 0 0 0 0 0 0
59
Skor Q2
1 2 3 4 5 6 7 8 9 10
B B D D C C D A C D
60
61
Skor Q3
1 2 3 4 5 6 7 8 9 10
A A A A A A A A A A
63
Appendix 6. Category of Student Understanding
1 2 3 4 5 6 7 8 9 10
1 Adelia Laumarang SMA N 1 LAKEA Perempuan PK MK 1 PK PK MK 2 PK MK 3 MK 1 MK 2 PK
2 Aditya SMA N 1 LAKEA Laki-Laki MK 1 PK MK 2 MK 3 MK 3 PK MK 2 MK 2 MK 2 MK 1
3 Admisyar B. Mokol SMA N 1 LAKEA Laki-Laki PK PK PK TPK TPK MK 3 MK 2 MK 2 MK 3 MK 3
4 Adriawan SMA N 1 LAKEA Laki-Laki MK 2 TPK MK 3 MK 3 TPK PK MK 1 MK 1 MK 1 PK
5 Alini SMA N 1 LAKEA Perempuan PK MK 1 PK PK MK 3 PK MK 1 MK 1 MK 1 MK 1
6 Amanda SMA N 1 LAKEA Perempuan PK TPK MK 3 TPK PK TPK MK 3 MK 2 MK 3 TPK
7 Andi Fausal SMA N 1 LAKEA Laki-Laki MK 1 TPK PK MK 1 TPK TPK TPK TPK TPK TPK
8 Andita SMA N 1 LAKEA Perempuan PK MK 1 PK PK PK PK MK 1 MK 2 MK 1 PK
9 Ardi SMA N 1 LAKEA Laki-Laki PK MK 1 MK 3 MK 3 MK 1 MK 3 PK MK 3 MK 3 MK 3
10 Arif Hidayat Y. Husain SMA N 1 LAKEA Laki-Laki PK MK 2 PK PK MK 3 PK MK 1 MK 1 MK 3 MK 3
11 Armi SMA N 1 LAKEA Perempuan PK MK 3 MK 1 MK 1 MK 3 MK 3 PK TPK TPK TPK
12 Candra SMA N 1 LAKEA Perempuan PK PK PK TPK MK 3 MK 1 PK MK 2 MK 1 MK 1
13 Cici Paramida SMA N 1 LAKEA Perempuan PK MK 1 PK MK 2 MK 1 PK MK 1 MK 3 MK 1 MK 3
14 Danil S. Husain SMA N 1 LAKEA Laki-Laki PK MK 2 MK 3 MK 1 MK 3 MK 3 MK 3 MK 3 TPK MK 3
15 Danisa SMA N 1 LAKEA Perempuan PK MK 3 MK 1 TPK TPK MK 3 TPK MK 1 MK 1 MK 2
16 Desi Warsila Boromang SMA N 1 LAKEA Perempuan PK MK 1 PK PK MK 2 MK 1 MK 1 MK 1 MK 1 MK 1
17 Efendi SMA N 1 LAKEA Laki-Laki PK MK 1 PK PK MK 3 PK MK 1 MK 1 MK 3 MK 2
18 Efayanti A. Rahma SMA N 1 LAKEA Perempuan TPK TPK TPK TPK TPK TPK TPK TPK TPK TPK
19 Eka Asria Lagarutu SMA N 1 LAKEA Perempuan PK PK PK MK 2 TPK TPK TPK TPK TPK TPK
20 Eka R. Dullah SMA N 1 LAKEA Perempuan PK MK 3 MK 3 PK MK 2 PK MK 2 MK 1 MK 1 PK
21 Farmi A. Laumarang SMA N 1 LAKEA Perempuan PK PK PK TPK TPK TPK PK MK 1 MK 1 PK
22 Febriana SMA N 1 LAKEA Perempuan PK MK 1 MK 3 PK MK 2 PK MK 3 MK 2 PK MK 1
23 Gita Rianingsi SMA N 1 LAKEA Perempuan PK MK 1 MK 3 PK MK 2 PK MK 3 MK 3 MK 3 MK 3
24 Husna AT. Talebo SMA N 1 LAKEA Perempuan PK MK 3 MK 3 MK 1 MK 2 MK 3 TPK TPK MK 1 TPK
25 Husaini SMA N 1 LAKEA Perempuan MK 1 MK 1 PK MK 3 PK MK 3 PK MK 2 MK 2 MK 3
26 Habil SMA N 1 LAKEA Laki-Laki PK MK 1 MK 3 PK MK 2 PK MK 3 MK 3 MK 3 PK
27 Idrus SMA N 1 LAKEA Laki-Laki PK MK 1 MK 3 PK MK 2 PK MK 3 MK 2 MK 1 MK 1
28 Ikrawati SMA N 1 LAKEA Perempuan PK MK 1 MK 3 PK MK 2 MK 2 MK 2 MK 2 PK MK 3
29 Imelda B. Habo SMA N 1 LAKEA Perempuan PK MK 1 MK 3 PK MK 2 PK MK 2 MK 2 PK MK 3
30 Indriati SMA N 1 LAKEA Perempuan PK MK 1 MK 3 PK MK 2 PK MK 3 MK 2 PK TPK
31 Intan Jaelani SMA N 1 LAKEA Perempuan MK 3 MK 1 MK 2 MK 3 MK 1 PK MK 1 MK 3 MK 1 MK 3
32 Juita S. Taha SMA N 1 LAKEA Perempuan PK PK PK MK 2 MK 1 MK 1 MK 3 MK 1 MK 3 MK 3
33 Jaslan SMA N 1 LAKEA Laki-Laki PK MK 3 TPK MK 3 MK 3 MK 3 TPK MK 3 TPK TPK
34 Kurnia Susilawati SMA N 1 LAKEA Perempuan MK 3 TPK TPK PK MK 1 TPK TPK TPK TPK TPK
35 Lisrawana I. Bantilan SMA N 1 LAKEA Perempuan MK 2 PK TPK TPK PK TPK MK 1 MK 3 MK 3 PK
36 Lilis Mutiara SMA N 1 LAKEA Perempuan MK 2 PK MK 3 MK 2 PK MK 3 MK 3 MK 2 MK 3 MK 1
37 Maemun Labanji SMA N 1 LAKEA Perempuan PK MK 2 MK 3 MK 3 MK 1 MK 1 MK 3 MK 3 MK 2 MK 2
38 Mardalena SMA N 1 LAKEA Perempuan MK 1 TPK MK 2 TPK MK 2 MK 3 MK 1 MK 3 MK 3 TPK
39 Masrun SMA N 1 LAKEA Laki-Laki MK 3 MK 3 PK MK 2 MK 2 MK 2 PK MK 2 MK 1 MK 2
40 Mifta Indriani SMA N 1 LAKEA Perempuan MK 1 MK 1 PK MK 1 MK 1 MK 3 PK MK 3 MK 3 MK 3
64
41 Moh. Ibnu Rizki SMA N 1 LAKEA Laki-Laki TPK TPK TPK TPK TPK TPK TPK TPK TPK TPK
42 Moh. Ramadanil SMA N 1 LAKEA Laki-Laki MK 2 PK MK 2 MK 2 MK 3 MK 2 PK MK 3 MK 3 MK 1
43 Moh. Ali Madusila SMA N 1 LAKEA Laki-Laki MK 3 MK 3 MK 3 MK 2 PK MK 3 MK 3 PK MK 2 MK 1
44 Moh. Yusril K. Kaimo SMA N 1 LAKEA Laki-Laki MK 2 MK 2 MK 2 MK 3 MK 1 MK 2 MK 2 PK MK 3 MK 1
45 Moh. Farid SMA N 1 LAKEA Laki-Laki PK MK 1 MK 3 MK 1 MK 1 MK 1 MK 2 MK 1 MK 1 MK 2
46 Moh. Zhidan SMA N 1 LAKEA Laki-Laki TPK MK 2 MK 2 MK 3 PK TPK MK 3 MK 2 MK 3 TPK
47 Murli Tisya SMA N 1 LAKEA Perempuan PK TPK TPK TPK TPK TPK TPK TPK TPK TPK
48 Nukfa SMA N 1 LAKEA Perempuan MK 1 TPK MK 1 TPK PK TPK TPK PK MK 1 TPK
49 Nur Aziza M. Taim SMA N 1 LAKEA Perempuan MK 2 PK MK 2 PK MK 3 MK 2 MK 1 MK 2 MK 3 MK 2
50 Nina Andriani SMA N 1 LAKEA Perempuan MK 3 MK 2 MK 2 TPK PK MK 2 MK 1 MK 3 TPK TPK
51 Nur Anisa SMA N 1 LAKEA Perempuan TPK TPK TPK TPK TPK MK 1 TPK TPK TPK TPK
52 Nurul J. Dua SMA N 1 LAKEA Perempuan MK 3 PK PK MK 1 PK MK 1 MK 3 MK 2 MK 2 PK
53 Nurwahidah SMA N 1 LAKEA Perempuan MK 2 MK 1 MK 2 MK 2 MK 2 MK 2 MK 3 PK PK PK
54 Puspita SMA N 1 LAKEA Perempuan MK 1 TPK TPK MK 2 MK 2 TPK MK 2 TPK TPK TPK
55 Pingsi SMA N 1 LAKEA Perempuan MK 2 MK 2 MK 2 MK 1 MK 3 MK 2 MK 1 MK 2 MK 3 MK 3
56 Pusrawati SMA N 1 LAKEA Perempuan MK 1 MK 1 MK 1 MK 1 PK MK 1 TPK MK 2 TPK PK
57 Putri Patrisia SMA N 1 LAKEA Perempuan TPK MK 1 MK 3 TPK MK 1 MK 3 MK 1 TPK MK 2 TPK
58 Rahmatia SMA N 1 LAKEA Perempuan MK 2 MK 3 MK 2 MK 3 MK 2 TPK TPK MK 2 MK 3 MK 1
59 Ridwan A.R Laindjong SMA N 1 LAKEA Laki-Laki TPK MK 3 MK 1 MK 3 TPK TPK TPK MK 3 MK 1 MK 2
60 Risman A. Tauke SMA N 1 LAKEA Laki-Laki MK 1 MK 2 MK 3 MK 1 MK 3 TPK MK 3 MK 3 MK 3 TPK
61 Rizwal SMA N 1 LAKEA Laki-Laki PK MK 2 MK 3 TPK MK 1 TPK MK 2 TPK MK 2 MK 1
62 Ruly SMA N 1 LAKEA Laki-Laki TPK MK 1 MK 1 TPK TPK TPK TPK TPK TPK MK 1
63 Rahmatia AR SMA N 1 LAKEA Perempuan MK 1 TPK MK 3 MK 1 MK 2 TPK MK 3 MK 3 MK 3 TPK
64 Rifaldo Saputra SMA N 1 LAKEA Laki-Laki PK PK PK TPK MK 2 MK 3 MK 3 MK 2 MK 2 MK 3
65 Siti Rahmadina SMA N 1 LAKEA Perempuan PK PK MK 3 TPK MK 2 TPK PK MK 2 MK 2 TPK
66 Sofiana S. Bisi SMA N 1 LAKEA Perempuan PK PK MK 2 MK 2 PK MK 3 MK 1 MK 3 PK MK 3
67 Sumarni Mohidin SMA N 1 LAKEA Perempuan TPK TPK PK TPK PK PK TPK MK 3 TPK MK 3
68 Sumarni Rusmin SMA N 1 LAKEA Perempuan TPK MK 2 MK 1 PK TPK MK 3 TPK MK 3 PK TPK
69 Sakilah SMA N 1 LAKEA Perempuan MK 1 MK 3 MK 2 PK MK 1 PK MK 2 MK 2 MK 3 MK 3
70 Sandi Aziz SMA N 1 LAKEA Laki-Laki MK 1 PK MK 3 MK 2 MK 3 MK 3 MK 1 MK 3 MK 3 MK 1
71 Septi Aulia SMA N 1 LAKEA Perempuan TPK TPK TPK TPK TPK TPK TPK TPK TPK TPK
72 Seruni SMA N 1 LAKEA Perempuan PK TPK MK 3 MK 1 TPK MK 3 MK 3 MK 2 MK 2 MK 3
73 Sucila A. Fatha SMA N 1 LAKEA Perempuan MK 1 MK 1 MK 3 MK 1 MK 3 PK PK MK 2 MK 3 TPK
74 Sukmawati SR SMA N 1 LAKEA Perempuan MK 1 MK 2 MK 2 TPK TPK MK 3 TPK MK 1 MK 2 TPK
75 Salsa Wanda SMA N 1 LAKEA Perempuan PK MK 1 MK 3 MK 3 MK 1 MK 3 TPK MK 3 TPK MK 2
76 Sri Devita Saiful SMA N 1 LAKEA Perempuan PK MK 1 PK PK MK 2 MK 1 PK PK PK PK
77 Sri Imelda SMA N 1 LAKEA Perempuan TPK MK 2 MK 2 MK 3 MK 3 MK 3 MK 3 MK 3 MK 3 MK 3
78 Sarlan SMA N 1 LAKEA Laki-Laki MK 2 MK 3 MK 3 MK 3 MK 1 MK 3 MK 3 MK 1 TPK TPK
79 Selfi SMA N 1 LAKEA Perempuan TPK TPK MK 3 MK 1 PK MK 1 MK 2 MK 3 PK MK 3
80 Teguh Praditya SMA N 1 LAKEA Laki-Laki MK 1 MK 1 TPK TPK TPK MK 3 TPK MK 2 MK 2 TPK
81 Tiara SMA N 1 LAKEA Perempuan MK 2 MK 2 PK TPK MK 1 TPK TPK TPK TPK TPK
82 Yuspandi SMA N 1 LAKEA Laki-Laki PK MK 1 MK 1 PK PK PK PK MK 1 MK 1 PK
83 Zahratul Nisa SMA N 1 LAKEA Perempuan PK TPK PK MK 2 MK 1 MK 3 MK 2 MK 3 MK 2 MK 2
84 Zaldi Rahmadan SMA N 1 LAKEA Laki-Laki PK MK 1 MK 1 MK 1 PK MK 1 MK 1 PK MK 3 MK 1
85 Aldino SMA N 1 LAKEA Laki-Laki MK 1 MK 3 MK 1 MK 1 MK 2 TPK TPK MK 3 MK 2 MK 3
PAHAM KONSEP (PK) 40 15 22 20 16 20 12 6 9 12

MISKONSEPSI 1 (MK 1) 16 28 10 16 16 11 17 14 17 15
MISKONSEPSI 2 (MK 2) 11 13 15 12 21 8 12 25 15 9
MISKONSEPSI 3 (MK 3) 6 12 28 14 15 24 21 25 25 21
TIDAK PAHAM KONSEP ( TPK) 12 17 10 23 17 22 23 15 19 28
TOTAL RESPONDEN 85 85 85 85 85 85 85 85 85 85
PRESENTASE
PAHAM KONSEP (PK) 47% 18% 26% 23% 19% 23% 14% 7% 10% 14%
MISKONSEPSI 1 (MK 1) 19% 33% 12% 19% 19% 13% 20% 16% 20% 18%
MISKONSEPSI 2 (MK 2) 13% 15% 18% 14% 24% 9% 14% 29% 18% 10%
MISKONSEPSI 3 (MK 3) 7% 14% 32% 16% 18% 28% 25% 29% 29% 25%
TIDAK PAHAM KONSEP ( TPK)
14% 20% 12% 27% 20% 26% 27% 18% 22% 33%
100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
65
Appendix 7. Documentation
Gambar 1 : Siswa kelas X MIA 1 Gambar 2 : Siswa kelas X MIA 2
Gambar 3 : Siswa kelas X MIA 3
66
CURRICULUM VITAE
Selviena is the third daughter of six children who was born
in the village of Lakea 1 on August 7, 1999. The author is
the daughter of a married couple, namely Mr. Mustakim
Taim and Mrs. Sunawiyah Madjid Salim. The author
became an undergraduate student at Gorontalo State
University, Faculty of Mathematics and Natural Sciences, Department of
Chemistry, Chemistry Education Study Program in 2017. The author comes from
Lakea 1 Village, Lakea District, Buol Regency, Central Sulawesi Province. Began
formal education at the State Elementary School (SD) 07 Lakea and graduated in
2011, In the same year the author continued to Junior High School (SMP) Negeri 1
Lakea and graduated in 2014, in the same year the author continued to Middle
School Atas (SMA) Negeri 1 Lakea and graduated in 2017, in the same year the
author continued his studies at the State University of Gorontalo, taking the
Department of Chemistry, Chemistry Education Study Program. Faculty of
Mathematics and Natural Sciences through the SBMPTN route. In the academic
and non-academic process the author has participated in several activities,
including:
67
1. Participants in the New Student Orientation Period (MOMB) activity
organized by the Student Executive Board (BEM) and the State University
of Gorontalo (UNG) in 2017.
2. Participants of the Computer and Internet Training organized by the UPT of
Information and Communication Technology, State University of
Gorontalo (UNG).
3. Participants in the HIMKA Admissions Orientation (OPH) and Leadership
Basic Training (LDK) activities with the theme "One Phase, One
Compound To Create Characterized Chemistry Students" organized by the
Chemistry Student Association (HIMKA) State University of Gorontalo
(UNG).
4. Participants of the Millennial Seminar of the Chemistry Student Association
with the theme "Towards True Love" in 2018.
5. Participants of the Entrepreneur Series National Motivation Seminar with
the theme "Winning In Disruptive Era" which was held by the Young
Entrepreneurs of the Archipelago in 2019.
6. Participants in the Fatwa Cinta Seminar organized by the 2019 Chemistry
Student Association.
7. Participants in the National Webinar with the theme "New Normal Era,
Student Creativity Exam" organized by the Chemistry Student Association
(HIMKA) State University of Gorontalo (UNG) in 2020.
8. Participants of the 2020 Thematic Real Work Lecture (KKN-T) in the
village of Motihelumo, East Sumalata District, North Gorontalo Regency.
68
9. Participants of the Chemistry Learning Series Webinar organized by the
Department of Chemistry, State University of Gorontalo in collaboration
with the Chemistry MGMP of Gorontalo Province with the theme
"Development of Chemical HOTS Instruments" in 2020.
10. Participants in the New Student Orientation Period (MOMB) activity
organized by the Student Executive Board (BEM) and the State University
of Gorontalo (UNG) in 2017.
11. Participants of the Computer and Internet Training organized by the UPT of
Information and Communication Technology, State University of
Gorontalo (UNG).
12. Participants in the HIMKA Admissions Orientation (OPH) and Leadership
Basic Training (LDK) activities with the theme “One Phase, One
Compound To Create Characterized Chemistry Students” organized by the
(UNG).
13. Participants of the Millennial Seminar of the Chemistry Student Association
with the theme “Towards True Love” in 2018.
14. Participants of the Entrepreneur Series National Motivation Seminar with
the theme “Winning In Disruptive Era” organized by Young Entrepreneurs
of the Archipelago in 2019.
15. Participants in the Fatwa Cinta Seminar organized by the 2019 Chemistry
Student Association.
69
16. Participants in the National Webinar with the theme “New Normal Era,
Student Creativity Exam” organized by the Chemistry Student Association
(HIMKA) State University of Gorontalo (UNG) in 2020.
17. Participants of the 2020 Thematic Real Work Lecture (KKN-T) in the
village of Motihelumo, East Sumalata District, North Gorontalo Regency.
18. Participants of the Chemistry Learning Series Webinar organized by the
Department of Chemistry, State University of Gorontalo in collaboration
with Chemistry MGMPs throughout Gorontalo Province with the theme
"Development of Chemical HOTS Instruments" in 2020.
19. Participants in the Selenium activity (General Millennial Seminar) with the
theme “Millennial Muslims in the Globalization Vortex” organized by the
(UNG) 2020.
20. Participants of the School Field Introduction (PLP) conducted by the Center
for Learning Development and Quality Assurance Institute (LP3M) State
University of Gorontalo (UNG) in 2020.
21. Participants of the National Webinar with the theme "The Role of Chemists'
Innovation in Supporting the Optimization of Renewable Energy Towards
Golden Indonesia 45" organized by the Chemistry Student Association
(HIMKA) State University of Gorontalo" in 2020.
22. Participants in the National Webinar with the theme “Millennial Generation
and Their Role in Optimizing the Scientific Spirit for Advanced Indonesia
70
in 2045” organized by the Chemistry Student Association (HIMKA) State
University of Gorontalo (UNG) in 2021.
23. Committee for the 2019 HIMKA Admissions Orientation (OPH) and
Leadership Basic Training (LDK) activity committee.
24. Participants in the National Seminar on Chemistry-Chemistry Education
with the theme “Strengthening the Role of Chemistry and Chemistry
Education in Sustainable Development for Humanity and Civilization”
organized by the Department of Chemistry, Faculty of Science and
Technology, UIN Walisongo Semarang in 2021.
71

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ANALYSIS OF STUDENT MISCONCEPTIONS USING THREE TIER

MULTIPLE CHOICE TEST ON THE MATERIAL OF MOLECULAR

SHAPE IN TENTH-GRADE MIA (NATURAL SCIENCE MAJOR)

STUDENTS AT SMA NEGERI 1 LAKEA

Submitted to Meet One of the Requirements to Hold a Bachelor of Education

GORONTALO STATE UNIVERSITY

FACULTY OF MATHEMATICS AND NATURAL SCIENCES

CHEMICAL EDUCATION STUDY PROGRAM

MULTIPLE CHOICE TEST ON THE MATERIAL OF MOLECULAR

SHAPE IN TENTH-GRADE MIA (NATURAL SCIENCE MAJOR)

STUDENTS AT SMA NEGERI 1 LAKEA

Submitted to Meet One of the Requirements to Hold a Bachelor of Education

GORONTALO STATE UNIVERSITY

FACULTY OF MATHEMATICS AND NATURAL SCIENCES

CHEMICAL EDUCATION STUDY PROGRAM

The signed below:

Gorontalo, Januari 2022

Selviena, 2021, "Analysis of Student Misconceptions Using Three Tier Multiple

Misconception is an understanding of material/concept that is not in accordance

Keywords: Misconception, Three tier multiple choice test, Molecular shape

He gives the wisdom of useful knowledge to whom He wills. Whoso receiveth

(QS. Al-Baqarah: 269)

And be patient. Lo! Allah is with the steadfast

(QS. Al-Anfaal : 46)

Alhamdulillahirabbil'aalamiin.. I have reached this point, a spark of success that

You have given me, O Lord.

prayers with extraordinary sacrifices. Not to forget, my dearest brother Wahyudin,

provide motivation and encouragement and prayers.

Assalamu’alaikum Warahmatullahi Wabarakatuh..

Praise and gratitude for the presence of Allah Subahannnahu Wa Ta'ala

education at the Department of Chemistry, Faculty of Mathematics and Natural

Sciences, State University of Gorontalo with a thesis entitled : "Analysis of

of Class X MIA Molecular Forms at SMA Negeri 1 Lakea".

Salim, as well as my brothers Wahyudin Taim and Inriani Taim, as well as my

Sihaloho, M.Pd as Supervisor 1 and Mrs. Erni Mohamad, S.Pd, M, Si as Supervisor

complete this thesis.

2) Dr. Harto S. Malik M.Hum ; Dr. Fence M. Wantu, SH, MH ; Karmila

Vice Rector I, II, III and IV gorontalo State University

Mathematics and Natural Sciences Gorontalo State University.

Mathematics and Natural Sciences Gorontalo State University.

5) Wiwin Rewini Kunusa, S.Pd, M.Si As Chairman of the Department of

Chemistry, Faculty of Mathematics and Natural Sciences, Gorontalo State

6) Julhim S. Tangio, S.Pd, M.Pd As Secretary of the Department of Chemistry,

Faculty of Mathematics and Natural Sciences, Gorontalo State University.

7) Drs. Mangara Sihaloho M. As Chairman of the Chemical Education Study

Program of the Faculty of Mathematics and Natural Sciences Gorontalo State

of the Faculty of Mathematics and Natural Sciences Gorontalo State

9) Dr. Lukman A.R Laliyo, M.Pd, M.M as a supervisor I as well as Academic

during the completion of the study.

direction and guided in the completion of studies.

S.Pd, M.Pd; as a lecturer of examiners I, II, and III respectively.

S.Pd, M.Si; as validators I, II, and III.

S.Pd; Hamid Majelis, S.Pd.

Education, thank you for helping a lot in administrative management in the

during the implementation of PPL II.

Fadila, Hajirah Podungge, Apriliya Alfa Malik, Sitti Respianti, Climate,

together in the land of Gorontalo.

Syawal, Mahdi Kilo, Farnawaty Zainudin, Adelia Polamolo, Alma J. Genes,

Fadliya Adjami , Megawati Latabi, Sri Revayana Kupang, Rilasti Yunus,

Hardiyanti Daing, Sriyanti, Suti Anggriani Latief, Anicha Destiyani Nalole,