Effect of conceptual change text on basic chemistry students’ understanding of acid and base in online learning

Rosyidah, Rosyidah; Virtayanti, Irma Ayu

doi:10.1063/5.0043141

Cited by 9 publications

(5 citation statements)

References 18 publications

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“…The process of conceptual change starts with the process of assimilation and then accommodation. For the accommodation process toward conceptual change to occur, four supporting conditions are needed: dissatisfaction, intelligible, plausible, and fruitful (DIPF) (Okotcha, 2018;Posner et al, 1982;Rohmah & Virtayanti, 2021;Syuhendri et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Developing Conceptual Change Text on the States of Matter and Their Changes for Prospective Elementary School Teachers

Banawi¹,

Sulaeman²,

Ridwan³

et al. 2022

JSSH

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This research aims to develop a Conceptual Change Text (CCT) for prospective elementary school teachers’ understanding of states of matter and their changes through text to fulfill valid, practical, and effective criteria about the Basic Concepts of Science, henceforth TPK-MP (Teks Perubahan Konseptual Materi dan Perubahannya). This research employs research and development of the 4D model: define, design, develop, and disseminate. The instruments included observation, questionnaire, interview guidelines, validation papers, and concept mastery test. The data obtained were analyzed according to validation, practicality, and effectiveness criteria. The results showed that conceptual change text on states of matter and their changes and CCT developed was valid with an average score of 95.32 (very valid), practical at the score of 3.56 (good), with the students’ positive response at 86.74%; and effective in which the conceptual changes were at 57.40% (medium). TPK-MP can improve understanding of concepts and reduce misconceptions about the matter and its changes. It can be used to develop conceptual change text for other science materials. Further research is needed to determine the effectiveness of lectures using TPK-MP as an independent study material.

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Section: Discussionmentioning

confidence: 99%

Developing Conceptual Change Text on the States of Matter and Their Changes for Prospective Elementary School Teachers

Banawi¹,

Sulaeman²,

Ridwan³

et al. 2022

JSSH

View full text Add to dashboard Cite

show abstract

“…To reduce misconceptions, Conceptual Change Text can be used. In previous research, Conceptual Change Text was effective in reducing misconceptions about the matter and its changes (Rohmah et al, 2020) and acid-base (Rohmah & Virtayanti, 2021).…”

Section: Analysis Of Students' Chemical Bondingmentioning

confidence: 91%

Analysis of Students’ Chemical Bonding Misconception with A Four-Tier Diagnostic Test

Rohmah

Sholichah²,

Pratiwi³

et al. 2022

j.tadris.kimiya

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Students had difficulty understanding the chemical bonding concept because of its complex and abstract nature. This difficulty could lead to chemical bonding misconceptions. This study aimed to investigate basic chemistry students' misconceptions of chemical bonding. This study used a descriptive research design with a four-tier diagnostic test. The research’s subjects were basic chemistry students. Chemical Bonding Diagnostic Tool (CBDT) was used as an instrument to determine students' misconceptions. The results showed that students who had misconceptions about ionic, covalent, and coordinate covalent bonding were 48.90%, 53.00%, and 37.50%, respectively. The misconception in this course is that students need to learn about ionic bonds formed by electrostatic forces between cations and anions. As a result, students cannot determine the difference in electronegativity values in ionic and covalent bonds and the number of valence electrons of each atom in a chemical bonding. Therefore, the misconception is in the moderate category.

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“…For this to be possible, a conceptual change is needed [18]. The positive effect of a conceptual change instruction in improving students' understanding has been confirmed in many studies dealing with misconceptions [3,[19][20][21][22], even in the online setting [23]. Additionally, such instructions are even more effective if they are connected to real world issues, in that way improving students' attitudes towards learning science and increasing their motivation [24].…”

Section: Introductionmentioning

confidence: 99%

Addressing and eliminating the misconceptions about acid and bases concepts in primary school chemistry teaching

Ivanoska

Стојановска

2021

Maced. J. Chem. Chem. Eng.

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The research was conducted in the period from March to June 2019 to address the prevalence of misconceptions among primary school students regarding the acids and bases concepts and to design appropriate interventions. The sample consisted of 470, 8 th and 9 th grade students from seven schools in Macedonia, divided into two groups: a control group (CG) and an experimental one (EG). The students' conceptual knowledge was examined, on the basis of which the students were divided into 4 groups: satisfactory conceptual understanding, roughly adequate performance, inadequate performance, and quite inadequate performance. Both quantitative and qualitative methods were included to conduct more comprehensive research and obtain more relevant results. The analysis of the pre-and post-tests showed significantly better results in the experimental group indicating the efficiency and applicability of the teaching intervention. Several misconceptions were detected among the students, but they were reduced or eliminated after the applied intervention.

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Effect of conceptual change text on basic chemistry students’ understanding of acid and base in online learning

Cited by 9 publications

References 18 publications

Developing Conceptual Change Text on the States of Matter and Their Changes for Prospective Elementary School Teachers

Developing Conceptual Change Text on the States of Matter and Their Changes for Prospective Elementary School Teachers

Analysis of Students’ Chemical Bonding Misconception with A Four-Tier Diagnostic Test

Addressing and eliminating the misconceptions about acid and bases concepts in primary school chemistry teaching

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