Altering Students Misconceptions in Electrochemistry Using Conceptual Change Texts

Abstract

Introduction Real understanding of chemistry demands the bringing together of conceptual understandings in a meaningful way. According to Johnstone and Bodnercited in Sirhan (2007), what is taught by teachers is not always what is learned by students. They added that while students show some evidence of learning and understanding in examination papers, research showed evidence of misconceptions and rote learning of certain areas of basic chemistry which are still not understood. Johnstone again indicated that the nature of chemistry concepts and the way the concepts are represented (macroscopic, microscopic, or representational) make chemistry difficult to learn. Ozkaya (2002) attributes learning difficulties in electrochemistry to a general lack of conceptual understanding and attributes this to insufficient textbook explanations of these concepts. Research has shown that students have difficulties in conceptualizing redox reactions (Osterlund, 2009). According to Sirhan (2007), numerous reports supported the view that the interplay between macroscopic and microscopic worlds is a source of difficulty for many chemistry learners. Conceptual change points to the development and transformation of students understanding from their naive conceptions to scientific explanation (Uzuntiryaki, 2003).Conceptual change theory takes constructivism as its foundation, and addresses how thoughts must be altered in order to coincide with scientific theory (Meyers, 2007).The model has direct implications regarding how to construct instruction to achieve conceptual change (Read, 2004). Chemistry instruction should be designed to present anomalies so as to create cognitive conflict. This will create a disequilibrium, which leads to dissatisfaction with the existing concept, and ultimately to a willingness to accommodate a new concept. Teaching chemistry should therefore focus on providing students with opportunities in which they have cognitive conflict and develop different structures based on their experience. Conceptual change can be accomplished if students are given opportunity to be aware of their ideas, to encounter ideas other than their own and to realize the deficiency in their reasoning. According to Balci (2014), conceptual change texts are texts designed to change students' alternative conceptions and focus on strategies to promote conceptual change by challenging students' alternative conceptions, producing dissatisfaction, followed by a correct explanation which is both understandable and plausible to the students.

Studi literatur: Kesulitan siswa pada pembelajaran kimia SMA topik sel volta

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“…Studi ini juga mengungkapkan bahwa beberapa miskonsepsi dipegang oleh sejumlah besar siswa bahkan setelah instruksi menggunakan perubahan konseptual teks. Kesalahpahaman yang paling umum diidentifikasi adalah; bahwa fungsi jembatan garam adalah untuk memungkinkan aliran elektron, anoda dalam sel elektrokimia selalu di sebelah kiri, dalam sel elektrokimia elektron bergerak dari satu elektroda ke yang lain melalui garam, dalam sel elektrokimia anion bergerak dari anoda ke katoda, katoda dalam sel elektrokimia selalu di sebelah kanan, dan dalam sel elektrokimia oksidasi terjadi di katoda dan reduksi di anoda (Dorsah & Yaayin, 2019).…”

Pengembangan Aplikasi E-Book Elektrokimia Berbasis Android Untuk Menumbuhkan Self-Directed Learning Mahasiswa

“…Pada konsep reaksi redoks, sebagian besar mahasiswa dapat dengan mudah menghafal biloks suatu atom tetapi gagal menerapkan konsep biloks pada suatu reaksi redoks (Akram, dkk., 2014). Pada konsep sel galvani, sebagian besar mahasiswa gagal memahami fungsi jembatan garam dan penentuan potensial sel galvani (Dorsah & Yaayin, 2019;Rollnick & Mavhunga, 2014). Pada konsep sel elektrolisis, mahasiswa dapat menjelaskan bahwa terjadi pergerakan ion menuju elektroda yang sesuai tetapi gagal menjelaskan reaksi redok yang terjadi di elektroda tersebut (Kong, 2016).…”