A review of three levels of chemical representation until 2020

Luviani, S D; Mulyani, Sri; Widhiyanti, Tuszie

doi:10.1088/1742-6596/1806/1/012206

Cited by 5 publications

(4 citation statements)

References 25 publications

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“…Kimia merupakan salah satu rumpun ilmu pengetahuan alam yang materi pembelajaran perlu menampilkan contohcontoh nyata yang mencakup simbolik (rumus kimia, persamaan reaksi kimia, dan sebagainya), makroskopis (eksperimen dan pengalaman), dan submikroskopik (molekul, elektron, dan atom) (Luviani et al, 2020) sehingga peserta didik mampu untuk memahami konsepnya. Hal ini dikarenakan karakteristik ilmu kimia yang bersifat abstrak sehingga urgensi penggambaran materi pembelajaran yang memadai sangatlah penting agar peserta didik mampu mengimajinasikan konsep ataupun reaksi kimia yang terjadi pada materi pembelajaran yang diajarkan.…”

Section: Pendahuluanunclassified

Pengaruh Penggunaan Modul Pembelajaran Sistem Koloid Berbasis Model Differentiated Science Inquiry terhadap Hasil Belajar Kognitif Peserta Didik

M¹

2022

cer

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This study is an experimental study (quasi experiment) which aims to determine the effect of the use of learning modules based on the differentiated science inquiry model on cognitive learning outcomes of students in Class XI MIPA 1 SMAN 8 Gowa on colloidal system material. The design of this study using pretest-posttest control group design. The results of the analysis of the description obtained that the average value of the experimental class and control class learning outcomes of 89.65 and 81.43 with a standard deviation of 3.96 and 5.38, respectively. Completeness of learning experimental class reached 94.44% while the control class was only 91.67%. The difference in the value of N-Gain category for each level of inquiry also occurs where the N-Gain in, SI, GI, and SDI in the control and experimental classes are successively 0.696 (medium); 0.821 (high); 0.771 (high); 0.863 (high); 0.78 (high); 0.885 (high); 0.789 (high) and 0.884 (high). The average cognitive learning outcomes of students who are taught by using learning modules based on the DSI model is higher than the DSI learning model without using learning modules. The results of hypothesis testing with Mann Whitney Test at a significant level, α = 0,05 obtained significance (0.000) so that it is concluded that there is an influence of the use of learning modules based on the DSI model on cognitive learning outcomes of students.

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Section: Pendahuluanunclassified

Pengaruh Penggunaan Modul Pembelajaran Sistem Koloid Berbasis Model Differentiated Science Inquiry terhadap Hasil Belajar Kognitif Peserta Didik

M¹

2022

cer

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“…Firstly, the different perspectives that the strategy has brought into the online class, providing students with various explanations about chemical reactions, stoichiometry, and limiting reactant. Different modes of representation promote understanding Volume 33, Number 2, July-December 2022 • KIMIKA of the chemical phenomenon at hand (Sanchez, 2017;Luviani et al, 2021) and interplay of these modes of representation create a meaningful learning experience among the students (Jaber & Boujaoude, 2012;Sanchez, 2018;Lorduy & Naranjo, 2020).…”

Section: Comparison Between the Mean Gains Of The Control And Experim...mentioning

confidence: 99%

“…Multiple representations incorporate three modes of representation based on the Chemistry Triangle (Johnstone, 1982). These modes of representation offer understanding of chemical concepts in various perspectives (Luviani et al, 2021). The macroscopic mode is used when the senses are used to observe matter and its changes during practical work (Lewthwaite, 2014).…”

Section: Introductionmentioning

confidence: 99%

Use of Multiple Representations in Online General Chemistry Class: Promoting Chemical Understanding during the Covid-19 Pandemic

Opona,

Sanchez,

Bondoc

2022

KIMIKA

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Teaching and learning in chemistry have been shifted to online classes due to the pandemic. With this, researchers investigated the use of multiple representations embedded to determine its effectiveness in online learning setup. A pretest-posttest with control quasi-experimental design was employed to two groups of Grade 11 STEM students taking up a general chemistry course in a private secondary institution in Cebu City, Philippines. The control group (n=30) was exposed to typical online class while the experimental group (n=30) was exposed to the multiple representations. Study findings revealed that there have been significant mean gains for both groups, indicating the important role of online learning in chemistry. The experimental group (MD=3.03, t=2.495, p=.015) had significantly higher mean gains than the control group, signifying the more effective nature of multiple representations in chemistry teaching. Moreover, the students had highly favorable attitudes towards multiple representations and had average extents of understanding in the macroscopic, microscopic, and symbolic levels. Therefore, the use of multiple representations promotes studentsâ€™ chemical understanding during the Covid-19 pandemic. The researchers recommend the use of these representations in chemistry teaching, where teachers start at the macroscopic level before they proceed to the more abstract levels.

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“…In Johnstone (1991), the terms macroscopic, symbolic, and submicroscopic levels were used and are to date the most often used terms. For a review of the terms used for Johnstone's three levels of chemical representation from 2011 to 2020, the interested reader is referred to the review by Luviani, Mulyani and Widhiyanti (2020).…”

Section: Introductionmentioning

confidence: 99%

Helping students connect the macroscopic level to the molecular level

Schmidt

2021

J of Food Science Edu

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It has been well documented that for many students science is difficult to learn. Thus, as a food chemistry teacher, it has been my mission to continually search for and implement better ways to help my students learn chemistry. One strategy for improved learning, based on Johnstone's Triangle, that has been shown to be exceedingly effective, is to intentionally and explicitly provide students with opportunities to see and experience chemistry at the macroscopic level (things they can observe), so that they can make a more meaningful and lasting connection to the molecular level (things they cannot directly observe). Thus, the focus of this article is to share with you six demonstrations and one assignment that help make chemistry visible to students, providing them with a macromolecular manifestation of a molecular level property or event. Featured demonstrations are grouped into two categories: The Properties of Water Demonstrations (Water's #1 Superpower: Hydrogen Bonding) and The Phase Transitions of Water Demonstrations (Water's #2 Superpower: Shapeshifting). The assignment is modeled after the popular Unwrapped TV series.

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A review of three levels of chemical representation until 2020

Cited by 5 publications

References 25 publications

Pengaruh Penggunaan Modul Pembelajaran Sistem Koloid Berbasis Model Differentiated Science Inquiry terhadap Hasil Belajar Kognitif Peserta Didik

Pengaruh Penggunaan Modul Pembelajaran Sistem Koloid Berbasis Model Differentiated Science Inquiry terhadap Hasil Belajar Kognitif Peserta Didik

Use of Multiple Representations in Online General Chemistry Class: Promoting Chemical Understanding during the Covid-19 Pandemic

Helping students connect the macroscopic level to the molecular level

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