The effect of concept maps, as an individual learning tool, on the success of learning the concepts related to gravimetric analysis

Abstract

This study aims to conduct a detailed investigation on the effect the use of concept mapping, as an individual learning tool, has on students’ success in learning the concept of gravimetric analysis. This study applies a case study research design to quantitatively examine the effect of the use of concept mapping and to conduct a detailed qualitative investigation of the participants’ opinions about its use. In this study, the concept maps were used both as a data collection tool [Select and fill in the nodes (SAFIN); Select and fill in the lines (SAFIL); Create and fill in the lines (CAFIL); Select and fill in the nodes&lines (SAFIN&L)] and as an individual learning tool. For data triangulation, students’ opinions on the concept mapping technique, as an individual learning tool for understanding gravimetric analysis, were also taken. Results from the study showed that there were significant differences between the pre- and post-test scores on all the tests (four types of fill-in-the-blank concept maps and a concept test) in favor of the post-test scores. In other words, the use of the concept map resulted in an increase in the success of the students. Furthermore, the participants expressed very positive opinions about the concept maps as an individual learning tool, both on the attitude scale and in their written opinions, declaring that it has a definite boosting effect on successfully learning a concept.

Impact of fill-in-the-nodes concept maps on low prior-knowledge students learning chemistry: a study on the learning achievements and attitude toward concept maps

“…Over the past 25 years, only a few studies on concept mapping in higher education chemistry courses have been conducted, and the findings concerning learning outcomes have been inconsistent (Markow and Lonning, 1998;Su, 2013;Aguiar and Correia, 2016;Turan-Oluk and Ekmekci, 2018;Talbert et al, 2020;Wang et al, 2020;Wong et al, 2020;Ye et al, 2020). The present study is significant because it aims to fill the existing evidence gap regarding the effects of concept maps on learning chemistry, particularly focusing on the fill-inthe-nodes task.…”

“…Although chemistry is a challenging subject, chemistry teaching at the university level still predominately relies on the lecturing method (Francisco et al, 1998). This teaching method favours the rote learning process but fails to help students acquire permanent understanding (Turan-Oluk and Ekmekci, 2018). This teaching approach is not recommended for subjects with numerous abstract concepts like chemistry.…”

“…The integration of concept maps and cooperative learning was recommended as a useful model to help low prior knowledge students catch up with their superior peers (Zubaidah et al, 2019). A recent study also showed the effectiveness of concept maps on the conceptual understanding of chemistry knowledge (Turan-Oluk and Ekmekci, 2018). However, the results of studies concerning the effectiveness of concept maps are still inconsistent.…”

“…However, the results of studies concerning the effectiveness of concept maps are still inconsistent. While some studies indicated that using concept maps would help students understand subject contents significantly better (Martı ´nez et al, 2013;Aguiar and Correia, 2016;Turan-Oluk and Ekmekci, 2018), several studies showed no significant difference when concept map teaching was compared with traditional teaching (Markow and Lonning, 1998;Talbert et al, 2020).…”

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

“…Berbagai metode pembelajaran dapat digunakan sebagai salah satu cara untuk pengembangan pemahaman konsep siswa. Ada banyak metode yang bisa diterapkan, namun metode tradisional menjadi yang paling banyak disukai oleh guru, sehingga siswa cenderung mengikuti proses pembelajaran dibandingkan aktif selama proses pembelajaran [4]. Padahal proses pembelajaran yang aktif melibatkan siswa dapat membuat kegiatan pembelajaran yang bermakna [5]dan membuat siswa bertanggung jawab atas pembelajaran mereka sendiri [6].…”