Effects of the metacognitive learning strategy on students’ metacognitive knowledge and achievements in electrolyte and non-electrolyte solution

Parlan, Parlan; Zulaihah, Binti; Su’aidy, Muhammad; Dasna, I Wayan

doi:10.1063/5.0000511

Cited by 1 publication

(2 citation statements)

References 15 publications

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“…The form of the questions is designed in such a way because the mental model is students' understanding of chemical representations, so that students' mental models can be described through their understanding of chemical representations (5). The question part A is a macroscopic aspect because it asks about something that can be observed or felt with the five senses.…”

Section: Explanationmentioning

confidence: 99%

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The Development of E-Instrument to Test Students Mental Models on Electrolyte and Non-Electrolyte Solutions

Widayanti

2021

Edukimia

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The purpose of this study is to design an instrument that can be used to determine students mental models in electrolyte and non-electrolyte solutions. Students do not have complete understanding of electrolyte and non-electrolyte solutions topic. It takes an instrument that can measure students mental models, which can then be used to find out why students do not have complete understanding of electrolyte and non-electrolyte solutions topic. The research method used is the RnD method with a 4D model. The research steps consist of define, design and development. The results of this study are e-instruments that can be used to measure students mental models on electrolyte and non-electrolyte solutions. The average results of the instrument feasibility from material experts and teacher experts were 89 percent and 83 percent, namely worthy with very good predicate and good predicate. These results indicate that the designed instrument is feasible to use. The instrument designed only reached the validation stage due to lack of time in research.

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Section: Explanationmentioning

confidence: 99%

“…The concepts in electrolyte and non-electrolyte topic includes the concept of solution, electrolyte, and the concept of non-electrolyte. Electrolyte and non-electrolyte solution topic has characteristic [5] . Need correlation between the three chemical representations (macroscopic, submicroscopic, and symbolic) to understand the topic.…”

Section: Introductionmentioning

confidence: 99%

The Development of E-Instrument to Test Students Mental Models on Electrolyte and Non-Electrolyte Solutions

Widayanti

2021

Edukimia

View full text Add to dashboard Cite

show abstract

Effects of the metacognitive learning strategy on students’ metacognitive knowledge and achievements in electrolyte and non-electrolyte solution

Cited by 1 publication

References 15 publications

The Development of E-Instrument to Test Students Mental Models on Electrolyte and Non-Electrolyte Solutions

The Development of E-Instrument to Test Students Mental Models on Electrolyte and Non-Electrolyte Solutions

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