REVEALING CHEMICAL MISCONCEPTIONS THROUGH THE MICROTEACHING PROCESS IN THE ERA OF THE COVID-19 PANDEMIC

Unlimited access to information during the Covid-19 pandemic allows students with limited basic knowledge to experience misconceptions. Misconception happens because there are no adequate filters for many students, and there is no guarantee of content validity by information providers. This research aim is to show the misconceptions experienced by pre-service chemistry teachers. This research is a qualitative design with the case study method. This research used a naturalistic paradigm framework. The study was conducted for one semester of the 2020/2021 academic year for 16 meeting courses. The research participants consisted of pre-service chemistry teachers who were taking microteaching courses. Researchers are the main instrument. Data were collected through observation, focus group discussions (FGD), and document media analysis. The results showed six chemical misconceptions. Five misconceptions are non-proposition statements, and one is a chemical representation. Two of the six misconceptions found are resistant. Misconceptions that originate from written media and structured writing are difficult to overcome. Based on the study results, misconceptions about prerequisite concepts need to be eliminated before learning a new concept. Pre-service chemistry teachers need to use learning resources from the author's work according to their field of expertise. They have gone through the review and validation stages to avoid misconceptions. Keyword: covid-19 pandemic; misconception; chemistry


INTRODUCTION
Covid-19 has brought significant changes, especially in the implementation of learning. In an era of the Covid-19 pandemic, government policy has been set that the public must limit activities outside the home. Therefore, in the era of the covid-19 pandemic, generally, learning must be carried out far away, even though students are at home [1]. Therefore, online learning is unavoidable during the current COVID-19 pandemic. One of the courses that apply online learning is chemistry microteaching. The learning process takes place online using the peer teaching method and a video conference application. The misconception is an understanding that someone has different from the concept whose scientific community [8,9]

Research Subject
Ten pre-service chemistry teachers are taking microteaching courses as research informants. These ten students consist of two 5 th -year students (RK, UM), one 4 th -year student (IM), and seven 3 rd -year students (AR, NR, NV, CM, US, RJ, AF).

Research Time
The research was conducted for one semester, namely the even semester of the 2020/2021 academic year. Students have observed their performance when practicing basic teaching skills for 16 meetings.

Research Instruments
This research is based on a qualitative method with the researcher as the main instrument. The first researcher has 13 years of experience as a lecturer staff in chemistry education studies and more than six years of experience as a microteaching course instructor. The second researcher has 28 years of experience as a lecturer staff for chemistry education and more than five years of experience as a microteaching teacher.
The first researcher was present directly in 16 learning meetings. In addition, the first and second researchers conducted a content analysis of the results of observations, interviews (FGD), and documentation.

Procedure: Steps Revealing Misconception
Ten pre-service teachers were observed while practicing basic teaching skills. Basic teaching skills are divided into four stages, including: (1) opening and closing skills of learning; (2) the skills to explain concepts for specific topics; ( There is no misconception.
After students practice basic teaching skills, FGD is immediately conducted to discover the source of misconceptions and carry out cognitive conflicts by asking several questions until concept validation is achieved. According to the lecture contract, when concept validation is achieved, the same student will practice the next basic skills for the next meeting

Data Collection
The data was collected using observation and interviews (FGD) and documentation.
Interviews were not conducted separately, but after observing the practice of teaching skills, if there were indications that students had misconceptions.

Misconception Topics
The distribution of misconception topics that occur is shown in    Every student did not realize misconceptions and will know during the FGD. One of the objectives of the FGD is to make students aware of the misconceptions they have experienced. In the FGD, all participants were involved in giving each other comments and opinions until it was understood that the proposition presented by the student was not a valid concept. After the concept validation is achieved, the next student's performance is continued.
Based on Table 3 and Table 4.  [33]. In addition, most of the students hold misconceptions about acids and bases' characteristics [25].
Misconception 2. Water as solvent must be more than solute.
If solutes whose phase is the same as water, namely liquid, then water as a solvent must be more in number, for example, alcoholic beverages. This statement means that the amount of water is more than alcohol.
However, if other substances are homogeneously mixed with water with different phases, the above statement cannot be entirely valid. For more clearly can be seen in Table 5.  [34]. Ionization is the process of dissolving covalent compounds into ions in water. Ionization is a process that produces one or more ions from neutral molecules [29].
The dissociation of ionic compounds (ion pairs) into free ions. Dissociation can also be interpreted as breaking large molecules into smaller molecules [35]. For example, HCl in water undergoes ionization, while NaCl in water undergoes dissociation.

Misconception 4. Drawing of Lewis structure of covalent, ionic bond
The representation presented by students below is a misconception because it does not show the presence of ionic bonds.
Na Cl Na + Cl Na Cl Na + Cl that NaCl is an ionic compound is as follows.

Misconception 5. Catalysts don't react
A catalyst is a substance used to increase the rate of a reaction. Catalysts are referred to as reactants and products of a reaction [29]. The catalyst can participate in the reaction and eventually form again.

Sources of Misconceptions and Concept Validation Based on FGD
The misconception is a problem because it has varied sources [29,30].
Misconceptions are not realized by every student who experiences them; shortly after, the students that participate misconceptions. The results of the FGDs are shown in Table 2. Several misconceptions are known to have no acid. Generally, students convey an understanding that they have held so far.
It means that misconceptions come from misconceptions of prerequisite concepts.
Only 2 out of 6 misconceptions mention the source from internet pages. Cognitive conflict strategies are one way to reduce misconceptions [31 -33].