MISKONSEPSI DAN KESULITAN SISWA SEKOLAH DASAR PADA PENGENALAN KONSEP ASAM BASA: KAJIAN LITERATUR
Abstract
Misconceptions about acid-base concepts are still frequently experienced by elementary school students because science learning tends to be teacher-centered and lacks concrete learning experiences. This condition causes students to have difficulty understanding the properties of acids and bases, the use of indicators, and the concept of pH scientifically. This study aims to examine the forms of misconceptions, causal factors, and learning strategies that can reduce student misconceptions about acid-base concepts. The research involves library research, which entails reviewing various sources relevant to the research topic, such as books, scientific articles, journals, and previous research findings. Data were obtained from ten scientific articles published between 2015 and 2025 that were relevant to the research topic. Data analysis was conducted using content analysis techniques through the process of grouping, comparing, and synthesizing research results. The results of the study indicate that student misconceptions often occur in understanding the properties of acids and bases, the use of indicators, and the classification of acidic, basic, and neutral substances. Students tend to understand concepts based on everyday experiences, such as assuming all acids are dangerous or all clear liquids are neutral. Factors causing misconceptions include less varied learning methods, minimal use of concrete media, and low student initial understanding. Experiment-based learning, the use of concrete media, and experiment-based Problem Based Learning and Visual, Auditory, Kinesthetic models have been proven to be effective in increasing students' conceptual understanding and reducing misconceptions in science learning in elementary schools.
References
Aminah, S., Panjaitan, F. C., Zakariyya, S., & Noviyanti, S. (T.T.). Pembelajaran Di Sekolah Dasar.
Ariesanti, D., Mudiono, A., & Arifin, S. (2023). Analisis Implementasi Kurikulum Merdeka Dan Perencanaan Pembelajaran Di Sekolah Dasar. Sentri: Jurnal Riset Ilmiah, 2(6), 1896–1907.
Chang-Tik, C., & Song, B.-K. (2023). Active Learning in Informal Learning Spaces: Science Students’ Experiences. Pedagogies: An International Journal, 18(3), 374–391.
Chiu, P. H. P., Im, S. W. T., & Shek, C. H. (2022). Disciplinary Variations in Student Perceptions of Active Learning Classrooms. International Journal of Educational Research Open, 3, 100131.
Fadli, M. (2020). Strategi Pembelajaran Aktif Untuk Mengatasi Miskonsepsi Di Sekolah Dasar. Jurnal Pendidikan Sains, 12(1), 32-45.
Gusti Hadiatus Solehah. (2024). Pemahaman Siswa Madrasah Ibtidaiyah Ihya Ulumiddin Banjarmasin Terhadap Reaksi Asam Basa Melalui Percobaan Asam Cuka Dan Soda Kue. Algoritma : Jurnal Matematika, Ilmu Pengetahuan Alam, Kebumian Dan Angkasa, 3(1), 77–90.
Indrajatun, D. A. R., & Desstya, A. (2022). Analisis Miskonsepsi Materi Sistem Pencernaan Manusia Menggunakan Certainty of Response Index Di Sekolah Dasar. Jurnal Basicedu, 6(4), 6345–6353.
Indriyani, L. S., Hamdu, G., & Saputra, E. R. (2024). Analisis Miskonsepsi Siswa Kelas V Pada Materi Sifat Dan Perubahan Wujud Benda Di Sdn 1 Nagarawangi. Collase (Creative Of Learning Students Elementary Education), 7(4), 603-608.
Laksana, D. N. L. (2016). Miskonsepsi Dalam Materi Ipa Sekolah Dasar. Jpi (Jurnal Pendidikan Indonesia), 5(2), 166-175.
Qatrunnada, A. A., Purnomo, H., & Kurniawati, W. (2025). Identifikasi Miskonsepsi Siswa Sd Negeri Panggang Menggunakan Tes Diagnostik Two-Tier Pada Materi Wujud Zat Dan Perubahannya. Jurnal Pendidikan Dasar, 5.
Rahayu, M. (2021). Membangun Pemahaman Dasar Untuk Mengatasi Miskonsepsi Pada Pembelajaran Sains. Jurnal Pendidikan Dan Pembelajaran Sains, 13(1), 45-53.
Rahmawati, P., & Kurniawati, W. (T.T.). Miskonsepsi Pembelajaran Ipas Siswa Kelas Iv Sekolah Dasar.
Rintayati, P. (2016). Mengenal Asam Basa Melalui Model Pembelajaran Visual, Auditory, Kinesthetic (Vak) Berbasis Eksperimen Pada Siswa Kelas 5 Sekolah Dasar N Mbelik Kecamatan Jebres Surakarta Tahun Pelajaran 2015/2016. In Prosiding Seminar Nasional Inovasi Pendidikan.
Safitri, L. S. I., Ghullam Hamdu, & Erwin Rahayu Saputra. (2024). Analisis Miskonsepsi Siswa Kelas V Pada Materi Sifat Dan Perubahan Wujud Benda Di Sdn 1 Nagarawangi. Collase (Creative of Learning Students Elementary Education), 7(4), 603–608.
Siantuba, J., Nkhata, L., & De Jong, T. (2023). The Impact Of An Online Inquiry-Based Learning Environment Addressing Misconceptions On Students’ Performance. Smart Learning Environments, 10(1), 22.
Solikhin, A. I. (2022). Analisis Miskonsepsi Siswa Dengan Menggunakan Four-Tier Certainly of Response Index Pada Materi Asam Basa. Fakultas Sains Dan Teknologi Universitas Islam Negeri Walisongo Semarang.
Sundstrom, M., Gambrell, J., Green, C., Traxle, A. L., & Brewe, E. (2025). Relative Benefits of Different Active Learning Methods to Conceptual Physics Learning (Versi 1). Arxiv.
Syah, I. (2022). Identifikasi Miskonsepsi Siswa Pada Konsep Fluida Dengan Menggunakan Instrumen Three Tier-Test. Al-Ikmal: Jurnal Pendidikan, 1(2), 9-16.
Tan, W. A., Christanto, J. E., Wibowo, R. K., & Karmawan, L. U. (2026). Lokakarya Berbasis Eksperimen Sebagai Upaya Peningkatan Literasi Sains Siswa Sekolah Dasar: Pengenalan Konsep Indikator Ph Alami Melalui Tinta Tak Terlihat. Jurnal Pengabdian Undikma, 7(1), 272–281.
Wawan Eka Setiawan & Neri Egi Rusmana. (2020). Penerapan Model Pembelajaran Problem Based Learning Dalam Meningkatkan Pemahaman Konsep Dan Memperbaiki Miskonsepsi Siswa Tentang Materi Ipa Kelas V Sd. Jurnal Tunas Bangsa, 7(1), 116–126.
