Ikmanda Nugraha, Sri Anggraeni, Amprasto Amprasto



Penelitian ini menyelidiki perubahan konseptual pada pemahaman siswa tentang konsep ekosistem.Variasi dari strategi pengajaran POE (Predict-Discuss-Explain) yakni PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) diterapkan selama penelitian ini. Sampel penelitian adalah 28 siswa di salah satu Sekolah Menengah Atas di Bandung. Ide-ide siswa tentang konsep ekosistem diungkap dengan menggunakan ujian 10 soal yang disebut sebagai ECT (Ecosystem Conceptual Test). Perubahan konseptual siswa dalam hal pema-haman tentang konsep ekosistem dievaluasi dengan ECT pada pretes, postes, dan delayed posttest. Hasil uji ANOVA satu arah menunjukkan nilai ketiga tes berbeda signifikan (p<0,05) yang menunjukkan bahwa PDEODE membantu siswa untuk memperoleh pemahaman yang lebih baik. Selain itu, tidak adanya perbedaan yang signifikan antara postes dan delayed posttest mengindikasikan bahwa strategi pengajaran ini dapat membantu siswa untuk mempertahankan pemahaman baru mereka.


This study investigated conceptual change in students’ understanding of ecosystem concept. The PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) teaching strategy, a variant of classical POE (Predict-Discuss-Explain) was implemented during the study. Sample was 28 senior high school students in one of senior high school in Bandung. Students’ ideas about ecosystem concept were revealed by a ten questions-test called ECT (Ecosystem Conceptual Test). Conceptual change in student’s understanding of ecosystem concept was evaluated by administering ECT in pretest, posttest, and delayed posttest.Tests’ score were then analyzed quantitatively and qualitatively. One-way ANOVA test result showed statistically significant score difference (p<0.05) in each test which suggested PDEODE helped the students to achieve better understanding. Moreover, no statistically significant differences were found between posttest and delayed posttest scores, indicating that the teaching strategy helped the student to retain their new conceptions.


Conceptual Change; Ecosystem Concept; PDEODE Teaching Strategy; Perubahan Konseptual; Konsep Ekosistem; Strategi Pengajaran PDEODE

Full Text:



Bell, B. (1985) Students' Ideas About Plant Nutrition: What Are They? Journal of Biological Education, Vol. 19, hlm. 213-218.

Berthelsen, B. (1999). Students’ Naive Conception in Life Science. Michigan Science Teachers Association Journal, Vol. 44, No. 1, hlm. 13-19.

Cetin, G. (2003). The Effect of Conceptual Change Instruction on Understanding of Ecology Concepts. Thesis for Master Degree of Middle East Technical University: Unpublished.

Costu, B., Ayas, A., Niaz, M., Unal, S., & Calik, M. (2007). Facilitating Conceptual Change in Students’ Understanding of Boiling Concept. International Journal of Science Education and Technology, Vol. 16, No. 6, hlm. 524-536.

Costu, B. (2008). Learning Science through the PDEODE Teaching Strategy: Helping Student Make Sense of Everyday Situasions. Eurasia Journal of Mathematics, Science and Technology Education, Vol. 4 No. 1, hlm. 3-9.

Costu, B., Ayas, A. & Niaz, M. (2010). Promoting Conceptual Change in The First Year Student’s Understanding of Evaporation. Chemistry Education Research and Practice Vol. 11, hlm. 5-16.

Cokadar, H. and Yilmaz, G.C. (2010). Teaching Ecosystems and Matter Cycles with Creative Drama Activities. Journal of Science Education and Technology, Vol. 19, hlm. 80-89.

Dykstra, J.R.D., Boyle, F., dan Monarch, A. I. (1992). Studying Conceptual Change in Learning Physics. Science Education, Vol. 76, No. 6, hlm. 615-652.

D'Avanzo, C. (2003) Application of Research on Learning to College Teaching: Ecological Examples. Bioscience, Vol. 53, hlm. 1121-1128.

Griffiths, A.K., & Grant, B.A.C. (1985). High School Students’ Understanding of Food Web: Identification of A Learning Hierarchy and Related Misconceptions. Journal of Research in Science Teaching, Vol. 22, hlm. 421– 436.

Kauchack, D.P dan Eggen, P.D. (1989). Learning and Teaching Research-based Methods. Massachusetts: Allyn and Bacon.

Kolari, S., Viskari, E.L. dan Ranne, C.S. (2005). Improving Student Learning in an Environmental Engineering program with A Research Study Project. International Journal of Engineeering Education Vol. 21, No. 4, hlm. 702-7011.

Lang, H.R., dan Evans, D.N. (2006). Models, Strategies, and Methods for Effective Science Teaching. Boston: Pearson Education, Inc.

Lawson, A.E. (1995). Science Teaching and the Development of Thinking. California: Wadsworth Publishing Company.

Lavoie, D.R. (1997) Using a modified concept mapping strategy to identify students' alternative scientific understandings of biology. Paper at National Association for Research in Science Teaching, Annual meeting at Chicago, IL, March 21-24.

Marionni, C. (1989). Aspects of Student’s Understanding in Classroom settings: Case Studies on Motion and Inertia. Physics Education, Vol. 24, hlm. 273-277.

McComas, W.F. (2002) The ideal environmental science curriculum: I. history, rationales, misconceptions & standards. The American Biology Teacher Vol. 64, hlm. 665-672.

Munson, B.H. (1994). Ecological misconceptions. Journal of Environmental Education, Vol. 25, No. 4, hlm. 30-34.

Morhort, E., Bradwein P. F., dan Joseph, A. (1958). A Sourcebook for Biological Sciences. New York: Harcourt, Brace and Company.

National Research Council (1996). National Science Education Standards. Washington DC: National Academy Press.

Pfundt, H. dan Duit, R. (2000). Bibliography : Student Alternative Frameworks And Science Education. Germany.Leibniz-Institute for scienceeducation. [Online]

Posner, G.J., Strike, K.A., Hewson, P.W., & Gertzog, W.A. (1982). Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change. Science Education, Vol. 66, hlm. 211-227.

Ruhf, R.J. (2003). An Overview of conceptual Change Research. [Online].

Sharma, P.D. (1981). Elements of Ecology. Meerut: Rastogi Publications.

Sinclair, A.S. (1994). Prediction making as an instructional strategy: implications of teacher effects on learning, attitude toward science, and classroom participation. Journal of Research and Development in Education, Vol. 27, No. 3, hlm. 153-161.

Smith, E.L., & Anderson C.W.(1984).Plants as producers: A case study of elementary Science Teaching. Journal of Research in Science Teaching, Vol. 21, No. 7, hlm. 685-698.

Weaver, G.C. (1998). Strategies in K-12 science instruction to promote conceptual change. Science Education, Vol. 82, hlm. 455-472.



  • There are currently no refbacks.

Copyright (c) 2021 Jurnal Pengajaran MIPA

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JPMIPA is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam (JPMIPA) or Journal of Mathematics and Science Teaching 

All rights reserverd. pISSN 1412-0917 eISSN 2443-3616

Copyright © Faculty of Mathematics and Science Education (FPMIPA) Universitas Pendidikan Indonesia (UPI)


View JPMIPA Stats