Chemistry students’ cognitive structures in oxidation-reduction, through an 8E learning cycle

Abstract

The purpose of this study was to analyse students’ cognitive structure in the concept of oxidation reduction by employing an 8E learning cycle model. 32 students in year-10 were participated in the study. Data was collected by a drawing and writing technique demonstrated through student worksheets, interviews, observations, and a reflective journal. The 8E learning cycle, which consist of engage, explore, e-search, elaborate, exchange, extend, evaluate and explain stages, was applied to the process. Data analysis consisted of data reduction, data presentation, and a conclusion. Students’ cognitive structures were divided into three categories, namely; an understanding, misconception and no understanding. Categories of understanding were found in the concept of redox, oxidizing agents and acid-base nomenclature, and transitions. Students’ misconceptions of categories were found in the redox applications and polyatomic. Students faced challenges in understanding the oxidation number and binary nomenclature. The results show that misconceptions were decreased through the implementation of the 8E learning cycle. The 8E Learning cycle also has implications for students’ critical thinking, collaboration, and empathy communication skills.

Implementation of 8E Learning Cycle Model with Instagram to Overcome Student Misconceptions in Buffer Solution Material

“…The difference is that the level of understanding of concepts in the experimental class is much higher than that of the control class (75.05 > 69.21). This finding is in line with the research of Jurnal Tadris Kimiya 7, 2 (December 2022): [245][246][247][248][249][250][251][252][253][254][255][256][257] This is an open access article under CC-BY-SA license (https://creativecommons.org/licenses/by-sa/4.0/) Rahmawati et al (2019) that the application of the 8E learning cycle model has a positive effect on the understanding of student concepts when compared to conventional learning. This is also in line with research conducted by Salyani et al (2020) which states that cyclical learning has a significant influence on the learning outcomes of chemistry students.…”

“…Both classes are assisted by Instagram as a media for students to help fulfill learning materials. Learning activities in the experimental class consist of engaging, exploring, e-search, elaborating, exchanging, extending, evaluating, and explaining (Rahmawati et al, 2019).…”

“…Cycle learning can train the integration of student abilities such as analytical thinking ability and science processability (Mustafa & Suyanta, 2019). This is supported by research by Rahmawati et al (2019) shows that cyclical learning can increase the creativity and understanding of students from the cognitive structure depicted on the worksheet.…”

“…The use of 8E learning cycle model integrated with Instagram can be used in the evaluation of online learning which is different from the usual discovery learning which tends to be done offline (outside the network). This model can be meaningful learning when combined with online learning because it creates student-centered learning to achieve an understanding of concepts that are in accordance with actual understanding (Rahmawati et al, 2019).…”

Analisis Pemahaman Konsep Siswa pada Pembelajaran Larutan Elektrolit dan Non-Elektrolit dengan 8E Learning Cycle

“…Model pembelajaran yang akan dikembangkan pada penelitian ini yang bertujuan untuk meningkatkan pemahaman konsep siswa adalah 8E learning cycle yang dikembangkan dari learning cycle 3E, 5E, dan 7E [19]. Pembelajaran 8E learning cycle dapat mengatasi miskonsepsi, meningkatkan pemahaman, softskill seperti berpikir kritis, berkomunikasi dan bekerja sama [20][21][22] Berdasarkan wawancara siswa di tahap ini, siswa diberikan kebebasan untuk membangun pengetahuan mereka dengan terlibat aktif dalam lingkungan belajar (melalui studi kasus yang raalistis dan sosial) akan lebih baik untuk meningkatkan pemahaman konsepnya [24,25]. Tahap ini dapat memunculkan motivasi siswa dalam belajar kimia, karena studi kasus yang disajikan berkaitan dengan kehidupan sehari-hari.…”