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All Journal Journal of Education and Learning (EduLearn) QUANTUM: Jurnal Inovasi Pendidikan Sains Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Indonesian Journal on Learning and Advanced Education (IJOLAE) Jurnal Ilmiah Kanderang Tingang BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan Jurnal Pendidikan MIPA
Meiliawati, Ruli
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Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Education Energy Engineering Library & Information Science Physics Social Sciences Other

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Mapping the Evolution of Students’ Submicroscopic Representations: A Correspondence Analysis of Solute–Solvent Interactions Sidauruk, Suandi; Meiliawati, Ruli
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2420-2435

Abstract

Understanding the particulate nature of matter in solutions requires integrating macroscopic, submicroscopic, and symbolic representations, a domain in which students often encounter misconceptions. This study investigated high school students’ conceptions of solute-solvent particle behavior in sugar and sodium chloride (NaCl) solutions using student-generated drawings. A total of 253 students from Grades 10, 11, and 12 in Palangka Raya, Indonesia, participated in a descriptive-comparative cross-sectional study. The open-ended pictorial test was validated by experts (Aiken’s V = 0.91), demonstrated substantial inter-rater reliability (Cohen’s κ = 0.753 for SSR; κ = 0.779 for CIR; p < .001), providing strong evidence of construct validity. Students’ representations were categorized into two dimensions: (1) Spatial Structural Representations (SSR): Regular-Loose (Rel), Regular-Dense (Red), Random (Ran), and Invisible/Disappeared (Dis); and (2) Chemical Interaction Representations (CIR): Molecular (MOR), Partial Ionic (PIR), Scientific Ionic (SIR), and Complex Mixed Ionic (MIR). Chi-square analysis revealed a significant relationship between grade level and both representational dimensions (SSR: χ²(6) = 29.079, p < .001, Cramer's V = 0.24, inertia = 0.115; CIR: χ²(6) = 61.612, p < .001, Cramer’s V = 0.349, inertia = 0.244). Correspondence analysis further revealed a progressive conceptual shift: Grade 10 students predominantly depicted Regular-Loose (solid-like) structures, whereas Grade 12 students more frequently produced Random (scientific) representations. Similarly, development in CIR moved from molecular (MOR/PIR) to scientifically accurate ionic forms (SIR/MIR). These findings highlight the need for multi-representational, visually oriented instruction, such as animations, augmented-reality simulations, and drawing-based assessments, to support conceptual change and strengthen coherence across representation levels.    Keywords: particulate nature of matter, solution chemistry, correspondence analysis, representational competence, conceptual change.
Co-Authors Adhani, Aidhil Agtri Wulandari Anastasya, Violina Atiek Winarti Butakor, Paul Kwame Damayanti, Rizki Eka Putri Firman Shantya Budi, Firman Shantya Haliza, Nur I Made Sadiana, I Made Ni'mah, Fatchiyatun Nurwijayanti Rahmadani, Agung Rilia Iriani Ristiyana Puspita Sari, Anggi Rizki Nur Analita Saragih, Agnech Gloria Putri Sari, Anggi Ristiyana Puspita Siahaan, Alfred Tobok Sihombing, Juliana Suandi Sidauruk Syarpin syarpin, syarpin Wulandari, Agtri