The preconception of Preservice Teacher on Biopolymer Content A Julian1, a) Hernani2, b) and B Anwar3
1,2,3 Department of Chemical Education, University of Education Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
Abstract
Abstract. This research aims to identify preconceptions of preservice teachers related to the bioplastic context on biopolymer content as the basis for developing education sustainable development (ESD) oriented learning designs. This research uses content analysis methods, with participants of semester IV students in one of the Chemical Education study programs, public universities in West Java. The instrument used in the study was a consisting of 13 questions on the dimensions of cognitive processes. The results of the analysis of preconception data showed that overall identified as many as 41% of preservice teachers have a preconception understanding with sufficient categories, 33% of preservice teachers with bad categories, 23% of preservice teachers with good categories, and 3% of preservice teachers have a preconception understanding with very good categories. Preservice teachers were identified as experiencing learning barriers in several sub-discussions, namely (1) the classification of biodegradable biopolymers, (2) the benefits of biopolymers in various fields (3) the function of materials in bioplastic manufacturing, (4) the dilemma of sustainability issues (5) the benefits of bioplastics for the environment and, (6) the process of decomposing starch biopolymers. Based on these findings, there are several suitable interventions as a reference in developing a didactic design, such as showing learning videos related to the manufacture of simple bioplastics, graphs of the development and annual production of bioplastics, images from bioplastic applications in various fields, and infographics related to the decomposition process and the continuity benefits of bioplastics.
