Analysis of Students’ Misconception: Understanding the Meaning of Denotation and Connotation

Ida Bagus Putrayasa

2017

Abstract

In this study, an inquiry-based constructivism approach was used: (1) to describe the students’ misconceptions about the concept of denotation and connotation, (2) to describe the effectiveness of changing conception in the form of cognitive conflict in changing student misconceptions about the concept of denotation and connotation, 3) to describe the students' mastery of denotation and connotation concepts, and (4) to describe the acceptance of an inquiry-based constructivism approach as an appropriate approach in learning the concepts of denotation and connotation. The design used in this research was the experimental design with pretest-posttest control group design. The hypothesis that "the mastery of denotation and connotation concepts is better in the student taught by inquiry-based constructivism than that of students taught by conventional approach" was analyzed by two-averaging difference test with one-sided test. The results showed that (1) misconceptions occurred in the students concerning the meaning of the word denotation and connotation, (2) the conceptual conversion strategy in the form of effective cognitive conflict was used in changing misconceptions, (3) the student's mastery of the concept of denotation and connotation was excellent for the experimental class, and (4) the inquiry-based constructivism approach makes it easy for students to learn the concept of denotation and connotation.

Paper Citation

in Harvard Style

Putrayasa I. (2017). Analysis of Students’ Misconception: Understanding the Meaning of Denotation and Connotation.In 2nd Asian Education Symposium - Volume 1: AES, ISBN 978-989-758-331-5, pages 473-477. DOI: 10.5220/0007306404730477

in Bibtex Style

@conference{aes17,
author={Ida Bagus Putrayasa},
title={Analysis of Students’ Misconception: Understanding the Meaning of Denotation and Connotation},
booktitle={2nd Asian Education Symposium - Volume 1: AES,},
year={2017},
pages={473-477},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0007306404730477},
isbn={978-989-758-331-5},
}

in EndNote Style

TY - CONF

JO - 2nd Asian Education Symposium - Volume 1: AES,
TI - Analysis of Students’ Misconception: Understanding the Meaning of Denotation and Connotation
SN - 978-989-758-331-5
AU - Putrayasa I.
PY - 2017
SP - 473
EP - 477
DO - 10.5220/0007306404730477