Article Per Year (5 Year)
p-Index From 2021 - 2026
1.829
P-Index
This Author published in this journals
All Journal Edumatsains JISIP: Jurnal Ilmu Sosial dan Pendidikan JURNAL PENDIDIKAN MIPA JIIP (Jurnal Ilmiah Ilmu Pendidikan) Bioscientist : Jurnal Ilmiah Biologi Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram REALISTIC: Journal of Education Mathematics and Science
Putriawati, Wiwin
STKIP Paracendekia NW Sumbawa
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
Development of an Instrument to Map Acid–Base Misconceptions among High-Achieving Senior High School Students in Eastern Indonesia Wiwin Putriawati; Saraswati Haylian Chiani
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.17646

Abstract

Acid–base misconceptions remain a persistent challenge in high school chemistry, particularly among high-achieving students in Eastern Indonesia, where instructional strategies often emphasize procedural knowledge over conceptual understanding. Mapping these misconceptions is critical to designing differentiated remediation strategies that promote deep conceptual change. This study aims to map students' misconceptions by developing a diagnostic test instrument named the Acid–Base Misconception Diagnostic Test Instrument (IDM-AB). Research data were obtained through expert validation (three chemistry education experts) and empirical testing, analyzed descriptively using SPSS. Instrument validation included content, construct, and language validity, item analysis (difficulty and point-biserial correlation), and internal consistency reliability (Cronbach's alpha = 0.905). The classification of misconceptions was based on the Certainty of Response Index (CRI) with a cutoff of 2.5. The pilot test involved 121 students, and the final test was administered to 123 students. Results show: (1) the IDM-AB instrument meets both theoretical and empirical validity standards; (2) student misconception levels were distributed as follows: moderate (42.86%, 51 students), high (37.82%, 45 students), and low (19.33%, 23 students). Students with high misconceptions require intensive conceptual correction, while those with low misconceptions show potential for scientific conceptual change. This mapping provides a foundation for implementing targeted, concept-specific remediation strategies to address persistent alternative conceptions in acid-base chemistry.
The Changes in Students' Conception on the Concept of Reaction Order in the Implementation of Conceptual Change Model Supported By Worksheets Rosalina Eka Permatasari; Wiwin Putriawati
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.21875

Abstract

Misconceptions about reaction order can persist among preservice chemistry teachers, yet evidence remains limited on how individual conceptions change across successive stages of a conceptual-change intervention. This study explored within-person trajectories during a conceptual change model (CCM) implemented through a conceptual change module (CCMo) and a separate ontology–epistemology–axiology (OEA) worksheet. This exploratory embedded multiple-case study used a qualitative-dominant mixed-methods approach. Six preservice chemistry teachers were purposively selected based on misconception-classified responses to a 16-item four-tier diagnostic test. Qualitative evidence from verification, cognitive-conflict, equilibration, worksheet, and final-reconstruction activities was integrated with descriptive diagnostic-test counts and participant questionnaires. At the first verification, one participant was classified as having a misconception, one as not knowing the concept, and four as knowing the concept; at the second verification, five were classified as having a misconception and one as not knowing the concept. During standard CCMo-supported equilibration, five participants achieved full performance, whereas only one achieved full performance on the OEA worksheet. Final reconstruction was rated sufficient for two participants and poor for four. On the final diagnostic test, five participants showed fewer misconception-classified responses than at baseline, while one participant increased from three to five. These heterogeneous patterns indicate that correct task performance during equilibration did not consistently persist into later reconstruction or diagnostic assessment. The findings provide process-level evidence for individualized remediation and support future controlled studies, but they do not establish the causal effectiveness of the CCM or the added value of the worksheet.
Co-Authors Aska Muta Yuliani Desi Maulidyawati Edy Wibowo, Sarwo Kariyani, Leni Nurul Lisa Triana Liya Dahliya MUHAMMAD IRHAM Ni Nyoman Sri Putu Verawati Nurlaila Nurlaila Prayogi, Saiful Rahmawati Rahmawati, Rahmawati Riska Aulia Romi Iwan Suyandi Rosalina Eka Permatasari Saraswati Haylian Chiani Saraswati Haylian Chiani Sarwo Edy Wibowo Syahrial Ayub Triana, Lisa Wahyudi Wahyudi