Melatih Kelompok Musyawarah Guru Mata Pelajaran Kimia Kabupaten Aceh Tamiang dalam Mengindentifikasi Miskonsepsi

https://doi.org/10.23960/jpm-ip.vol.4i.2.1039
Published: Nov 10, 2025

Abstract:

Professional Chemistry Teachers' Contribution to National Education Success: Addressing Chemical Misconceptions Through Teacher Awareness. Professional chemistry teachers play a pivotal role in the success of national education. One hallmark of a professional teacher is the ability to accurately teach chemistry concepts. However, misconceptions in chemistry remain prevalent among students and university learners. Such misconceptions have also been identified in various teaching materials, including textbooks, videos, laboratory guides, and even teaching resources incorporating Artificial Intelligence (AI). One effort to address this issue is to foster teacher awareness regarding the chemical misconceptions encountered by students or embedded within instructional materials. The objective of this community service initiative was to mitigate students’ chemical misconceptions through increased teacher awareness. The training was conducted for members of the Chemistry Teachers’ Forum (MGMP) in Aceh Tamiang Regency. Delivered online, the program was attended by 23 participants. The training was officially opened by the Head of the Education Branch Office, Mr. Bahktiar, S.Pd., M.Pd., and received highly positive support. Further training is recommended, with the goal of equipping all participants to effectively identify misconceptions occurring during the teaching and learning process.

Keywords:
1. Chemistry
2. Misconception
3. Identification
Authors:
1 . Sri Winarni
a:1:{s:5:"en_US";s:23:"Universitas Syiah Kuala";}
2 . Syahrial Syahrial
Universitas Syiah Kuala
3 . Israyati
SMA Negeri 2 Kejuruan Muda
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How to Cite
Winarni, S., Syahrial, S. ., & Israyati. (2025). Melatih Kelompok Musyawarah Guru Mata Pelajaran Kimia Kabupaten Aceh Tamiang dalam Mengindentifikasi Miskonsepsi. Jurnal Pengabdian Masyarakat Ilmu Pendidikan, 4(2), 306–317. https://doi.org/10.23960/jpm-ip.vol.4i.2.1039
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Vol. 4 No. 2 (2025): September 2025
Articles
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References

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    Nasriati, N., Winarni, S., & Hanum, L. (2023). Pembelajaran Problem Based Learning ( PBL ) terhadap kemampuan berpikir kritis peserta didik : literatur review. Seminar Nasional Kimia 2023 FMIPA UNMUL, 112–118.

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    Winarni, S., & Syahrial, S. (2023). Identification of prospective chemistry teachers ’ misconceptions when practicing basic teaching skills and their correction through cognitive conflict strategies. Jurnal Pendidikan Sains Indonesia, 11(2), 318–332. https://doi.org/DOI: doi.org/10.24815/jpsi.v10i4.28304

    Yasthophi, A.-, & Ritonga, P. S. (2018). Miskonsepsi mahasiswa mengenai ikatan ion dalam senyawa NaCl. Konfigurasi : Jurnal Pendidikan Kimia Dan Terapan, 1(2), 195. https://doi.org/10.24014/konfigurasi.v1i2.4306

  1. Adi, Y. K., & Oktaviani, N. M. (2019). Faktor-faktor penyebab miskonsepsi siswa SD pada materi life processes and living things. Profesi Pendidikan Dasar, 1(1), 91–104. https://doi.org/10.23917/ppd.v1i1.7988
  2. Golestaneh, M., & Mousavi, S. M. (2024). Exploring Iranian pre-service teachers’ conceptual understanding of chemical equilibrium. Journal of Turkish Science Education, 21(1), 44–60. https://doi.org/10.36681/tused.2024.003
  3. Hejnová, E., & Králík, J. (2019). Images of atoms in physics textbooks for lower secondary schools vs. misconceptions of pupils about atoms. AIP Conference Proceedings, 2152(September 2019). https://doi.org/10.1063/1.5124750
  4. Husain, H., Makassar, U. N., Daeng, J., & Makassar, T. (2022). Analisis miskonsepsi siswa kelas X.3 SMAN 1 Belopa pada materi pokok ikata. ChemEdu (Jurnal Ilmiah Pendidikan Kimia, 3(April), 61–71.
  5. Islamiyah, K. ., Dasna, W. I., & Rahayu, S. (2022). The effectiveness of remediation learning strategy in reducing misconceptions on chemistry: a systematic review. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 7(1), 63–76. https://doi.org/10.24042/tadris.v7i1.11140
  6. Jeharut, R. R. K., Subandi, S., & Habiddin, H. (2020). Learning Cycle-6e and Cognitive Conflict Strategies: The Remedial Learning to Overcome Misconceptions. Jurnal Ilmu Pendidikan, 26(1), 29. https://doi.org/10.17977/um048v26i1p29-38
  7. Jusniar, J., Effendy, E., Budiasih, E., & Sutrisno, S. (2020). Misconceptions in rate of reaction and their impact on misconceptions in chemical equilibrium. European Journal of Educational Research, 9(4), 1405–1423. https://doi.org/10.12973/eu-jer.9.4.1405
  8. Kaya, A. (2023). Addressing student misconceptions about atoms and examining instructor strategies for overcoming them. Journal of Pedagogical Research, 7(4), 251–262. https://doi.org/10.33902/JPR.202323077
  9. Labobar, H., Setyosari, P., Degeng, I. N. S., & Dasna, I. W. (2017). The Effect of Cognitive Conflict Strategy to Chemical Conceptual Change. International Journal of Science and Research (IJSR), 6(4), 2350–2352. https://doi.org/10.21275/ART20172970
  10. Nasriati, N., Winarni, S., & Hanum, L. (2023). Pembelajaran Problem Based Learning ( PBL ) terhadap kemampuan berpikir kritis peserta didik : literatur review. Seminar Nasional Kimia 2023 FMIPA UNMUL, 112–118.
  11. Rezki, M., Winarni, S., & Fitri, Z. (2022). Formal thinking capabilities and their impact on misconceptions of electronic configuration materials. Jurnal Pendidikan Kimia Indonesia, 6(1), 55–62. https://doi.org/10.23887/jpk.v6i1.41288
  12. Rokhim, D. A., Widarti, H. R., & Sutrisno, S. (2024). Profile of needs analysis of five-tier diagnostic instrument development for high school chemistry courses. Pegem Journal of Education and Instruction, 14(2), 140–145. https://doi.org/10.47750/pegegog.14.02.17
  13. Suparman, A. R., Rohaeti, E., & Wening, S. (2024a). Student misconception in chemistry: a systematic literature review. Pegem Journal of Education and Instruction, 14(2), 238–252. https://doi.org/10.47750/pegegog.14.02.28
  14. Suparman, A. R., Rohaeti, E., & Wening, S. (2024b). Student Misconception In Chemistry: A Systematic Literature Review. Pegem Journal of Education and Instruction, 14(2), 238–252. https://doi.org/10.47750/pegegog.14.02.28
  15. Syahrial, S., Ilmah, M., Yahmin, Y., Munzil, M., & Muntholib, M. (2023). Remediation of chemistry teachers’ misconceptions about covalent bonding using cognitive conflict interviews: A case study. Journal of the Serbian Chemical Society, 88(2), 211–221. https://doi.org/10.2298/jsc220117073s
  16. Warsito, J., Subandi, S., & Parlan, P. (2021). Identifikasi Miskonsepsi Siswa pada Topik Ikatan Kimia Serta Perbaikannya dengan Pembelajaran Model ECIRR (Elicit, Confront, Identify, Resolve, Reinforce). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 5(11), 1563. https://doi.org/10.17977/jptpp.v5i11.14158
  17. Winarni, S., & Syahrial. (2016). Miskonsepsi Kimia yang Disebabkan Pernyataan Nonproposisi. Jurnal Pendidikan Sains, 4(4), 122–129.
  18. Winarni, S., & Syahrial, S. (2022). Revealing chemical misconceptions through the microteaching process in the era of the covid-19 pandemic. Jurnal Kimia Dan Pendidikan Kimia, 7(1), 50–63. https://doi.org/10.20961/jkpk.v7i1.55587
  19. Winarni, S., & Syahrial, S. (2023). Identification of prospective chemistry teachers ’ misconceptions when practicing basic teaching skills and their correction through cognitive conflict strategies. Jurnal Pendidikan Sains Indonesia, 11(2), 318–332. https://doi.org/DOI: doi.org/10.24815/jpsi.v10i4.28304
  20. Yasthophi, A.-, & Ritonga, P. S. (2018). Miskonsepsi mahasiswa mengenai ikatan ion dalam senyawa NaCl. Konfigurasi : Jurnal Pendidikan Kimia Dan Terapan, 1(2), 195. https://doi.org/10.24014/konfigurasi.v1i2.4306