analysis of learning difficulties of senior high ... - E-Journal Undiksha

e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014)

ANALYSIS OF LEARNING DIFFICULTIES OF SENIOR HIGH SCHOOL STUDENTS IN LEARNING ATOMIC STRUCTURE Bernabas Bio, I Nyoman Suardana, I Made Kirna Chemistry Education Department Ganesha University of Education Singaraja, Indonesia e-mail: [email protected], [email protected], [email protected] Abstrak Penelitian ini merupakan penelitian deskriptif yang bertujuan untuk menganalisis kesulitan belajar siswa Kelas X di SMA Katolik Santo Paulus Singaraja pada topik struktur atom dan faktor-faktor penyebabnya. Data dikumpulkan dengan menggunakan kuesioner dan pedoman wawancara. Data dianalisis secara deskriptif dengan memberi skor pada setiap jawaban angket kemudian menghitung persentase terhadap jawaban sangat setuju dan setuju. Hasil penelitian menunjukkan: (1) beberapa kesulitan belajar siswa dalam mempelajari materi struktur atom, yaitu menentukan kelemahan dan kelebihan masingmasing model atom (88,7%), menganalisis percobaan Rutherford (86,7%), menuliskan lambang nuklida sebuah unsur (83,3%), percobaan sinar katoda (80%), membedakan antara model atom yang satu dengan yang lainnya (70%), menjelaskan masing-masing model atom (63,3%), mengelompokkan unsur-unsur ke dalam kelompok isotop, isobar, dan isoton (63,3%), menuliskan konfigurasi elektron dari ion (60%), menuliskan konfigurasi elektron unsur netral (56,7%) dan menjelaskan isotop, isobar, dan isoton (53,3%); (2) beberapa faktor penyebab kesulitan belajar siswa, yaitu karakteristik konsep yang bersifat abstrak (77,8%), kebiasaan siswa mengabaikan gambar (76,7%), kebiasaan belajar siswa untuk menghafal (73,3%), kurangnya media pembelajaran (66,7%), dan sumber belajar (53,3%). Kata Kunci: kesulitan belajar, kesulitan belajar kimia, struktur atom, analisis kesulitan belajar Abstract This research was a descriptive research that aimed to analyze learning difficulties of students at grade X at SMA Katolik Santo Paulus Singaraja and its factors in learning atomic structure. The data were collected by using questionnaire and interview guide. The data were analyzed descriptively by giving score to each respond of students and calculating the percentage of students’ answers which were consisted of strongly agree and agree. The results of research showed: (1) several students’ difficulties, namely in explaining the weakness and strangeness of each atomic model (88.7%), analyzing Rutherford’s experiment (86.7%), writing nuclide symbols (83.3%), analyzing cathode ray tube experiment (80%), distinguishing among atomic models (70%), classifying elements into group of isotopes, isobars, and isotones (63.3%), explaining atomic models (63.3%), writing electron configuration of ionic (60%), writing electron configuration of neutral element (56.7%) and explaining isotopes, isobars, and isotones (53.3%); (2) several factors affecting learning difficulties of students, namely abstract concept (77.8%), learning habits for ignoring the picture (76.7%), learning habits for memorizing (73.3%), lack of learning media (66.7), and lack of learning resources (53.3%). Keywords: Learning Difficulties, Chemistry Learning Difficulties, Atomic Structure

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e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014) INTRODUCTION Atomic structure is a chemistry topic which is learned at grade X SMA/MA at old semester. This topic is regarded as the difficulty topic. Zoller, 1990; Harrison and Treagust, 1996 in Sirhan (2007) reported that atomic structure was one difficult topic for studentss. This is because of most concepts in atomic structure related to the abstract concepts which make the studentss feel difficult to learn. Nowadays, any assumption of most students toward atomic structure topic as the difficult topic and make them boring. According Kurniawan (2006) this is due to: (1) mostly senior high school students cannot think abstract, (2) the luck of the using of learning media about atomic structure, (3) methods for delivering material are monotonous, less interesting and not associated with the technological advances that exist or are not associated with daily life make students bored and tired, (4) students’ engagement in the learning process are not optimal or the lack of a learning experience in learning atomic structure topic . Difficulties on the topic of atomic structures was found in grade X at SMA Katolik Santo Paulus (SMA K St. Paulus) Singaraja at academic year 2013-2014. This school is located at Kartini street No. 1 Singaraja-Bali. Based on its location, the school is very strategic to the sustainability of the Teaching and Learning Process (TLP). However, it is not a guarantee of a quality of education because there are other factors that influence the learning process. A few years ago, this school is one of the favorite school in Buleleng regency. But lately, the school the achievement decreased. Therefore it is very necessary to be more serious attention from peoples to improve the school achievement. Based on the information obtained, the last few years the school did not have Natural Sciences Program. This is due to lack of supporting facilities for natural sciences program, such as laboratory tools and materials included in it. In addition, the

students have low interest to study subjects that are included in the natural sciences program, namely Chemistry, Physics, and Biology. It can only be learned in class X, including the Chemistry subject. Thus it can be said that the students' interest in SMA K St. Paulus to study Chemistry is lower. Based on information obtained by researchers, students of grade X of this school have low learning achievement in the Chemistry subjects, especially in studying atomic structure. Mostly students (57%) have score below the minimum criteria that has been determined by the chemistry teacher on the topic of atomic structure that is equal to 76. Moreover, students in these schools also have lack of motivation to study including in the study of chemistry. For example, when the teacher explains to the class, there are many students who seriously follow and understand the subject matter, but there are also some students who do not follow it seriously so do not understand the subject matter. In the discussion groups, only some students who participate actively and the others tend to be passive students. Thus, when the exercise session, the students who follow the learning process seriously can do it, but the students who do not follow the learning process cannot do it. This indicates that students are still having difficulties in studying atomic structure. Generally, this material has several characteristics as follows: (1) an abstract concepts (invisible), i.e. about electrons, protons, neutrons, isotopes, isobars, isotones, and model of the atom; (2) understanding of the concept, i.e. the configuration rules and atomic theory; (3) the application of the concept, i.e. electron configuration of elements. These characteristics of the atomic structure topic can be as one of the affecting factor of students' learning difficulties. Learning difficulties experienced by students can be interpreted as a difficulty of students in receiving or absorbing a lesson on atomic structure. If learning difficulties are ignored, then the learning objectives will 108

e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014) not be achieved perfectly and can affect students’ achievement. Kirk and Gallagher (in Riani, 2007:33) stated that “learning difficulties always causes students do not achieve their academic field, their failure in achievement does not really mean that the students are not capable in learning, but many factors influence it”. Generally, there are two major factors affecting learning difficulties, namely (1) internal factors (from students itself), including; intellectual ability, affection (feeling and self confidence), motivation, maturity for learning, learning habits, recalling ability, and sensing ability; and (2) external factors (from outside of students itself), including teacher, learning quality, learning instruments or facilities, family environment, and society environment. For overcoming these difficulties, the students need the solution and help especially in overcoming their learning obstruction. The learning difficulties should be introduced and be overcome as soon as possible so that the instructional goals can be achieved as well as suspected can increase the quality and students achievement. An analysis for the learning difficulties on the atomic structure topic is very important to be done. Atom is the smallest characteristic part of an element. It means that the characteristic of an atom will same with the characteristic of the material that composed from it. Learning the atomic topic is very important due to this topic is basic concept for further chemistry topic, e.g. periodic table system and chemical bonding. A molecule or compound has their own characteristic due to its composing atoms are different. Besides that, electricity nature of a material can be explained from atom, which composed of protons, electrons, and neutrons. Learning difficulties that are experienced by students cause the students’ understanding on atomic structure in specific and chemistry subject in general. Chemistry subject explicitly as a subject that is learned since grade X until grade XII (for natural sciences program). Chemistry

subject needs to be learned for the specific aims, namely provide knowledge, understanding, and abilities for students that are required for following the high level of education as well as for developing sciences and technology. The goals of chemistry subject can be achieved by students through various approaches, namely inquiry approach in form of scientific inquiry process. The process of scientific inquiry aims to foster the ability to think, work and behave and communicate scientific as one of the important aspects of life skills. Therefore, learning chemistry emphasizes providing direct learning experience through the use and development of science process skills and attitudes (BNSP, 2006: 177). Nowadays, the chemistry subject is considered as a difficult subject. Most of people especially the students think that chemistry is very difficult to be learned. Sometimes, they feel afraid to learn chemistry. Carter & Brickhouse (1989, in Nahum, 2004) stated that many students say that chemistry is difficult. These perceived difficulties are part of the context in which these students develop chemical concepts and problem-solving skills. According to Chang (2010) stated that general chemistry is commonly perceived to be more difficult than most other subjects. There is some justification for this perception. For one thing, chemistry has a very specialized vocabulary. Sirhan (2007) also stated that “Chemistry is often regarded as a difficult subject, an observation that sometimes repels students from continuing with studies in chemistry”. Mostly think that studying chemistry is like learning a new language and also it is considered to learn the abstract concepts. Marsita (2010) stated that “the complex and abstract concepts of chemistry science cause the students assume that the chemistry subject is a difficult subject”. Besides that there are three aspects in learning chemistry, namely microscopic, macroscopic, and symbolic aspects. Mostly, the concepts of chemistry are microscopic 109

e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014) concepts (abstract concept) so that it makes students has difficulties in learning chemistry A research was done by Umaida (2009) with the title “Study of learning difficulties and concept understanding of atomic structure on students at SMA Negeri 8 Malang” showed that mostly students have difficulties in learning atomic structure especially at subtopic the development of atomic theory including (a) determination of experiment that support atomic theory of Thomson (87.2% in class X and 84.2% in class XI), (b) determination of concept as the foundation of modern atomic theory (89.5% in class XI), and (c) determination of the definition of atomic orbital (61.5% in class X dan 71.1% in class XI). On the subtopic of subatomic particles include (a) determination of the characteristic of electron (84.6% in class X dan 86.8% in class XI), (b) determination of experiment that support the finding of proton (74.4% in class X dan 84.2% in class XI), (c) determination of mass number definition (74.4% in class X dan 76.3% in class XI), (d) calculating average mass of isotopes of elements (84.6% class X) , dan (e) determination of isotopes abundance based on relative atomic mass (84.6% in class X). On the subtopic electron configuration includes: (a) determination of electron configuration of negative (87.2% in class X), and (b) determination of valence electron definition (64.1% in class X dan 84.2% in class XI). Besides that, Sapuroh (2010) conducted a research with the title “An Analisys of students’ learning difficulties in understanding biology concept at monera concept” and the results were learning difficulties are caused by internal factors (from students itself) 79.34% and external factors (family environment 77% and school environment 67%). Based on explanation above, the researcher try to conduct the research related to the learning difficulties in learning atomic structure at SMA K St. Paulus Singaraja. Thus, the researcher conducted this research with the title “analysis of

learning difficulties of senior high school students in learning atomic structure” METHODS This research is a descriptive research that focused on students' learning difficulties and its affecting factors in studying the atomic structure. Research method used in this research is descriptive method with the using of a qualitative approach. According to Nazir (in Sapuroh, 2010) "with a descriptive method, the researchers explain or describe the variables that have been studied through data taken from the research, then analyzed and drawn the conclusions as a result of research". A qualitative approach is a research paradigm to describe the event, the behavior of a person or a situation at a certain place in detail and deep in narrative form. This research was conducted from March until June 2014 located at SMA K St. Paulus Singaraja-Bali. Subjects in this study were 30 students of class X and a Chemistry teacher at SMA K St. Paulus Singaraja, while the research objects were the students’ learning difficulties of class X on the atomic structure of matter and its affecting factors. The instruments used in this study are a questionnaire and interview guidelines. Questionnaire used in this study is a questionnaire consisting of enclosed statements with a specific answer as an option. Preparation of a questionnaire about the difficulty of learning based on the analysis of indicators of achievement of competence in the syllabus that has been created by Chemistry teacher at the school, especially related to the topic of atomic structure. From the syllabus that has been created, there are several indicators of achievement of competence on the topic of atomic structure, namely: 1) defining the subatomic particles (protons, electrons, and neutrons), 2) determining the electron configuration and valence electrons, 3) classifying elements into isotopes, isobars , and isotones, and 4) defining the 110

e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014) development of atomic theory to explain the advantages and disadvantages of each atomic theory based on experimental facts. From these indicators, the researchers divided the atomic structure topic into several subtopics, namely; models of atoms, subatomic particles of atoms, isotopes, isobars, and isotones, and electron configuration Preparation of a questionnaire about the factors that cause learning difficulties based on the analysis of the possibility of a various factors that suspected as the main factors affecting learning difficulties of students in the school. These factors are based on students’ characteristics, based concept characteristic, the process of learning, and learning resources are available Guidelines interview are in form of a list of questions were used to explore students’ learning difficulties and its factors more depth in studying the atomic structure topic. Interviews used were semi-structured interviews. Satori and Komariah (2012) stated that: Iinterview approach using general guidelines which are a combination of guided and non guided interview that using some of the core questions, that is the interviewer made the guidelines of questions, but in practice the interviewer asking questions freely, and basic questions that are formulated do not need to be questioned sequence

and choice of words is also not standard but modified based on the situation at the time of the interview. These interviews were given to 6 students which are randomly selected who have learning difficulties and a Chemistry teacher at the school. The data were collected by using questionnaires and interviews to determine the students’ difficulties in understanding the atomic structuref. The data were analyzed by using descriptive analysis method. The data that have been obtained from the questionnaire were in form of qualitative data. In order to these data can be measured and analyzed then qualitative data were transformed into quantitative data by assigning a score to each of these answers. In the measurement data, the researchers used a system of categories created by Renis Likert. For positive statements,the score is strongly agree (4), agree (3), disagree (2), and strongly disagree (1). For negative statements, the score is strongly agree (1), agree (2), disagree (3), and strongly disagree (4). Learning difficulties of students and its factors can be known from the calculation of the percentage of students who answered strongly agree and agree. Results of percentage were then categorized into five categories, namely very high, high, medium, low, and very low based on scores interpretation criteria as shown as in Table 1

Table 1. Criteria for Scores Interpretation Percentage Interval 86 % - 100 % 66 % - 85 % 36 % - 65 % 16 % - 35 % <16 % In addition, researcher also convert the mean score of students' answers into five categories, namely very high, high,

Interpretation Level Very High High Medium Low Very Low (Sources: Moh. Ali in Kurniah, 2013: 31) enough, low, and very low based on the mean ideal (Mi) and the deviation standard of the ideal (Sdi) as shown as in Table 2. 111

e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014) Tabel 2. Criteria of Mean Ideal Interpretation Scores Interval Criteria of Interpretation X ≥ Mi + 1,5 Sdi Very High Mi + 0,5 Sdi ≤ X < Mi + 1,5 Sdi High Mi-0,5 Sdi ≤ X < Mi + 0,5 Sdi Enough Mi – 1,5 Sdi ≤ X < Mi -0,5 Sdi Low X < Mi – 1,5 Sdi Very Low (Sources: modification from Ratumanan & Laurens in Kasih, 2014) Furthermore, the data obtained through interview guides were collected then analyzed descriptively to determine a clear conclusion. The process of data analysis of interview was done since the data obtained through several stages, namely the stage of data reduction, display data, and conclusion drawing. RESULT AND DISCUSSION 1. Students’ Learning Difficulties The results of questionnaire that has been given to 30 students and the results of interviews showed that students at class X at SMA K St. Paulus Singaraja have difficulties in studying the structure of atoms. Several aspects of students' difficulties in understanding the atomic structure are difficult to understand the atomic models, the difficulty of understanding the basic atomic particles, difficulty understanding isotopes, isobars, and isotones, and difficulty of understanding the electron configuration. Difficulties in Understanding Atomic Models The percentage of responses for Strongly Agree and Agree showed that students have difficulty in explaining each model of atom (63.3%), difficulty in distinguishing atomic models (70%), and difficulty in determining the strengths and of each model of the atom (88.7%) Beside that, the mean score (X) of difficulty in understanding atomic models obtained was 8.87, with the mean ideal (Mi) and the standard deviation of the ideal (Sdi), respectively 7.5 and 1.5. Based on the table 2, the mean score is included in category

high. It means that the level of difficulty experienced by students in studying atomic models subtopic is high. It was also supported by the interview results that stated that students have difficulties in understanding atomic models. Difficulty in Understanding Subatomic Particles This subtopic is consisted of several concepts such as definition of proton, electron, and neutron, including their differences, the position of proton, electron, and neutron in an atom, an experiment of Rutherford, and experiment of cathode tube. The percentage of responses for Strongly Agree and Agree showed that students have difficulties in analyzing the Rutherford’s experiment (86.7%), and an experiment of cathode tube (80%). Beside that, the mean score (X) of difficulty in understanding subatomic particles obtained was 13.77, with the mean ideal (Mi) and the standard deviation of the ideal (Sdi), respectively 12.5 and 2.5. Based on the table 2, the mean score is included in high. It means that the level of difficulty experienced by students in studying subatomic particles is high. The results of interview also showed that mostly students have difficulties in analyzing the experiment especially in Rutherford’s experiment and cathode ray. These experiments are complex so that it needs critical thinking of students for understanding it. Students cannot analyze and make the conclusion from the picture of the experiment that available in the book. It is because of sometimes they do not like

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e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014) the picture especially for the complex picture. Difficulty in Understanding Isotopes, Isobars, and Isotones This subtopic is consisted of several concepts such as atomic mass, atomic number, writing nuclide of an element, explaining the isotopes, isobars, isotones including their differences, and grouping elements into group of isotopes, isobars, and isotones. The percentage of responses for Strongly Agree and Agree showed that students have difficulties in writing the nuclide of an element (83,33%), difficulty in explaining isotopes, isobars, and isotones (53,3%), and difficulty in grouping elements into group of isotopes, isobars, and isotones (63,3%). The mean score (X) of difficulty in understanding isotopes, isobars, and isotones obtained was 13.50, with the mean ideal (Mi) and the standard deviation of the ideal (Sdi), respectively 12.5 and 2.5. Based on the table 2, the mean score is included in category enough. It means that the level of difficulty experienced by students in studying isotopes, isobars, and isotones is enough high. The results of interview also showed that students sometimes confuse in grouping elements into group of isotopes, isobars, and isotones. Actually these three terms have almost similar form that is in form of nuclides but has different meaning. But the problem is the students cannot write the nuclide, so that they have mistakes in grouping the elements. Difficulty in Understanding Electron Configuration This subtopic is consisted of several concepts such as the definition of electron configuration, atomic shell, and valence electron, calculating the number of electron of an element, writing electron configuration of an element and ion. The percentage of responses for Strongly Agree and Agree

showed that students have difficulties in writing electron configuration of a neutral element (56,67%), and in writing electron configuration of ions (60%). The results of interview also showed that most students have difficulty students have difficulties in writing electron configuration of a neutral element and in writing electron configuration of ions. The mean score (X) of difficulty in understanding electron configuration obtained was 10.10, with the mean ideal (Mi) and the standard deviation of the ideal (Sdi), respectively 10 and 2. Based on the table 2, the mean score is included in category enough. It means that the level of difficulty experienced by students in studying electron configuration is enough high. 2. Factors Affecting Students’ Learning Difficulties There are several factors affecting the learning difficulties, namely learning habits, the characteristic of concepts, the luck of learning media, and the luck of learning resources Learning Habits The percentage of responses for Strongly Agree and Agree showed that students always ignoring the picture (76.7%) and often memorizing the lesson without understanding (73.3%) that can be supposed as the factors affecting learning difficulties. The mean score (X) of difficulty of affecting factors from learning habits was 17.97, with the mean ideal (Mi) and the standard deviation of the ideal (Sdi), respectively 15 and 3. Based on the table 2, it can be known that the learning habits of students are enough good. However, there are also the learning habits that are often used by students in learning atomic structure, namely ignoring the picture and often memorize the lesson without understanding. Learning habits can influence the achievement of learning results of a student. Learning without considering the technique 113

e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014) and physiology factors, psychology, and health sciences will get the dissatisfaction results (Dalyono, 2007:57). Actually, learning habit by memorizing is a good habit in order to remember all information or knowledge. However, when this case is not accompanied with the good understanding, then it makes students easy to forget all information or knowledge and finally they have difficulties in learning. Syah (2012:168) stated that The memorizing in either in term of overt (opened/with the loud voice) or covert (hidden) as one good way in retaining the information and knowledge in memory. However, it does not work for long time, and can be meaningless when it is not accompanied with the good understanding about those memorized knowledge. Therefore, every students is expected to repair their own learning habits, so do not depend on memorizing only and finally they have a good learning habits and efficient. Students also often ignoring the picture which available on the book or other resources, especially related to the picture of experiments of Rutherford, dropping oil experiment of Millikan, cathode ray experiment of Thomson, and other pictures which can give the useful to be learned. An understanding for one thing is not enough by understanding theory, but it needs other media as the additional information, i.e. through picture. Picture is a media as the source of information for clarify and enhance the students’ knowledge. If students ignore the pictures that available on the learning resources, then they cannot get more and deep information about learning materials given. And vice versa, when they do not ignore the pictures but pay attention and understanding it, then they have good understanding. Abstract Characteristic of Concepts The percentage of responses for Strongly Agree and Agree showed that the abstract characteristic of concepts have the

effect to the learning difficulties with the percentage 77,8%. Based on table 1, this percentage is categorized in high category. It means that mostly students stated that in general the atomic structure topic have abstract characteristic. The mean score (X) of difficulty of affecting factors from then abstract characteristic of concepts was 18.47, with the mean ideal (Mi) and the standard deviation of the ideal (Sdi), respectively 15 and 3. Based on the table 2, the mean score is included in category high. It means that mostly the characteristic of concepts in atomic structure topic is abstract so that causes the learning difficulties for students. The abstract characteristics of concepts in atomic structure stress the students to have an abstract thinking. The abstract thinking ability is the thinking the based on level of imaginative ability about a phenomena to construct an idea, concept, or opinion so that students can explain something in detail. According Watloly (2012) “abstract thinking try to develop the thinking in the level of imaginative ability, construct the coherence, and the correlation completely and structured in order to show the integrity of thinking with its phenomena in detail so that can be explained completely and perfectly”. Learning Process In learning process, the use of learning media is very important. It is as the additional information, and also help teacher to ease him in delivering lesson or learning materials. Besides that, the use of learning media can stimulate the motivation, interest, and attention of students for learning so that there is interaction actively between teacher and students during learning process. So, it needs to use the varieties media in learning process. However, the use of unvaried learning media cause the delivering of learning materials is not maximal so that students difficult in understanding it. The percentage of responses for Strongly Agree and Agree showed that 66,7% of students stated that there is no 114

e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014) using of learning media during learning process. It can be supposed as one factor affecting the learning difficulties of students. The mean score (X) of difficulty of affecting factors from the leaning media was 22.07, with the mean ideal (Mi) and the standard deviation of the ideal (Sdi), respectively 17.5 and 3.5. Based on the table 2, the mean score is categorized in high category. It means that in general the learning process in the school is enough good and effective. However, the learning process cannot take place effective without the using of effective learning media. This is one factor affecting the students’ learning difficulties. A media that can be used to help students in understanding basic concepts on atomic structure topic is the use of picture media. According Ibrahim (1997) as cited by Zulkhairi (2013) “the picture is one learning media that very common in teaching learning activities. This is due to the simplicity of picture media and can be used for certain goal such as the learning which can give the basic experience” Learning Resources Based on calculation, the mean score (X) of affecting factors from the learning resources was 9.77, with the mean ideal (Mi) and the standard deviation of the ideal (Sdi), respectively 10 and 2. Based on the table 2, the mean score is categorized in enough category. Besides that, the percentage of responses of students showed that 53.3% of students stated that learning resources that available in school are insufficient. This condition causes the limitation of knowledge of students due to depend on certain resources. Unvaried learning resources can make students boring in learning and the further effect is they have difficulties in learning. The lack of learning resources also cause the knowledge of students do not develop, they only learn atomic structure from a certain resources. Whereas, the learning resources is one tool for enrich the students’ knowledge. Thus, from the discussion above can be concluded that the

lack of learning resources as one factor affecting learning difficulties. CONCLUSION Based on the results and discussion above, it can be concluded as follow (1) students at grade X at SMAK St. Paulus Singaraja have difficulties in learning atomic structure, especially difficulty in explaining the weakness and strangeness of each atomic model (88.7%), analyzing Rutherford’s experiment (86.7%), writing nuclide symbols (83.3%), analyzing cathode ray tube experiment (80%), distinguishing among atomic models (70%), classifying elements into group of isotopes, isobars, and isotones (63.3%), explaining atomic models (63.3%), writing electron configuration of ionic (60%), writing electron configuration of neutral element (56.7%) and explaining isotopes, isobars, and isotones (53.3%), (2) the factors affecting learning difficulties are abstract concept (77.8%), learning habits for ignoring the picture (76.7%), learning habits for memorizing (73.3%), lack of learning media (66.7), and lack of learning resources (53.3%). SUGGESTION For further improvement of the research, the author suggests the researchers who will conduct research on this topic, so that not only focused on the learner and the learning process, but should pay attention to other factors such as family factors and community factors. Researchers also suggested to further research, in order to research more about the solutions to overcome student learning difficulties ACKNOWLEDGEMENT In this chance, author would like to thank to Suster Floriani, FSGM as principal of SMA K St. Paulus who has allowed me for conducting this research.

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e-Journal Kimia Visvitalis Universitas Pendidikan Ganesha Jurusan Pendidikan Kimia (Volume 2 Nomor 1 Tahun 2014) REFERENCES BNSP. 2006. Standar Isi Untuk Satuan Pendidikan dasar dan Menengah. Jakarta: Badan Standar Nasional Pendidikan Dalyono, M. 2007. Psikologi Pneidikan. Jakarta: Rineka Cipta Kurniawan, Khamdan, et al. (2006). Prototipe Percobaan Rutherford Sebagai Alat Peraga Pembelajaran Model Atom Rutherford Untuk Meningkatkan Hasil Belajar Siswa di SMA 2 Kenda. Available on http://directory.umm.ac.id/penelitian/p kmi/pdf. Accessed on May,10th 2014 Nahum, T.L, et al. 2004. Can Final Examinations Amplify Students’ Misconceptions in Chemistry? Chemistry Education: Research and Practice. Israel: The Weizmann Institute of Science, Department of Science Teaching. Available on http://www.uoi.gr/cerp/2004_October/p df/09Hofstein.pdf. Accessed on May, 13th 2013. Riani, W.S. 2007. Diagnosis Kesulitan Belajar Matematika Pada Pokok Bahasan Bilangan Bulat Pada Siswa Kelas V Sekolah Dasar di Kecamatan Wonosari Kabupaten Gunungkidul. Thesis (Unpublished). Surakarta: Universitas Sebelas Maret

Sapuroh, S. 2010. Analisis Kesulitan Belajar Siswa Dalam Memahami Konsep Biologi Pada Konsep Monera di MAN Serpong Tangerang. Skripsi tidak diterbitkan. Jakarta: Universitas Islam Negeri Syarif Hydayatullah. Available on http://repository. Uinj kt .ac.id/dspace/bitstream/123456789//1 / SITI%20 SAPUROH-FITK. pdf. Accessed on May, 14th 2013 Satori, D & Aan. K. 2012. Metode Penelitian Kualitatif. Bandung: Alfabeta Sirhan, G. 2007. Learning Difficulties in Chemistry: An Overview. Journal of Turkish Science Education, Volume 4. No. 2. Available on crins08lerberg. wmwikis.net/file/view/Sirhan.pdf. Accessed on April, 21th 2013 Syah, M. 2012. Psikologi Belajar. Jakarta: Rajawali Pers Zulkhairi. A.W. 2013. Bab I. Pendahuluan. Available on https://www. Academia .edu/5053205/PROPOSAL. Accessed on May, 25th 2014 Watloly, A. 2012. Filsafat Ilmu Bahan Ajar Pertemuan Ke-7. Available on http://paparisa.unpatti.ac.id/kuliah/mo d/page/view.php?id=11. Accessed on May, 25th 2014

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