Correcting Students’ Misconception in Acid and Base Concept Using Pdeode Instruction Strategy

Abstract

This study aimed (1) to calculate the percentage of students who understand concepts, having misconceptions, and don’t understand concepts, (2) to identify students’ misconceptions of acid and base concept, and (3) to test the effectiveness of PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) instruction strategy in correcting students’ misconceptions of acid and base concept. This research uses descriptive and pre-experimental one-group pretest-posttest design. The sample consisted of 37 students of 11th grade IPA 4 MAN 1 Kudus. The misconceptions are identified using modified CRI (Certainty of Response Index) techniques and explored through semistructured interviews to get deep informations. The effectiveness of PDEODE instruction strategy was determined from the analysis of paired samples t-test. The results of this study are: (1) the level of students’ misconception of acid and base concept changed significantly after was repaired by PDEODE instruction strategy and (2) there were 45 kinds of students’ misconceptions of the subconcepts: characteristics of acids and bases, acid and base theories, strength of acid and base, neutralization reaction, and pH of solution

Learning Cycle-6e and Cognitive Conflict Strategies: The Remedial Learning to Overcome Misconceptions

“…This phenomenon shows that students do not understand well the basic principles of conjugate acids and conjugate bases. This result is in accordance with (Lathifa, 2018) study who revealed that "conjugate acids are acids formed from acids react with bases while conjugate bases are bases from bases react with acids." Besides, (Labobar et al, 2017;Rahayu et al, 2011) portrayed that students believed "conjugated acid as an anion of its acid, meanwhile conjugate base as a cation of its base".…”

“…The high retention shows that most students are considered able to maintain the understanding of concepts in acid-base material that they have learned three weeks after treatment. These results align with the findings of (Lathifa, 2018), where the average retention of students' conceptual understandings is 92%, and (Embisa et al, 2019) who documented 87% of average retention. (Hameed et al, 1993) previously explained that students who completely replaced the wrong concept with the correct one following the scientific concept and could maintain the right concept, showing that students have a high retention of conceptual understanding.…”

“…The notable type experienced is " H3PO4 is stronger acid than HCl because H3PO4 has more H atoms, H3PO4 is more ionized and has a smaller Ka." This finding is similar to what have been revealed by (Amry et al, 2017;Cetingul & Geban, 2005;Demircioǧlu et al, 2005;Lathifa, 2018). They uncovered a conception such as "the more H atoms in the formula of an acid compound, the acid will be stronger."…”

Online Module for Acid and Base Topic Based on 5E Model

“…According to [4], students consider concentration of hydronium ion, H 3 O + to determine whether it is strong or weak acid and concentration of hydroxide ion, OHto determine whether it is strong or weak base. Students also consider weak acid and base have lower number of ions compared to strong acid and base [5]. Another misconception is that students unable to differentiate between strong and weak acid and base [5][6].…”

“…Students also consider weak acid and base have lower number of ions compared to strong acid and base [5]. Another misconception is that students unable to differentiate between strong and weak acid and base [5][6]. Students define strong acids as concentrated acids and weak acids as diluted acids.…”