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Tuszie Widhiyanti
Pendidikan Kimia, Fakultas Pendidikan Matematika Dan Ilmu Pengetahuan Alam, Universitas Pendidikan Bandung, Jalan Dr. Setiabudi No. 229, Bandung 40154
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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A Content Analysis of Chemical Representations in Voltaic Cells Concept on General Chemistry Textbooks Sakina, Nifela; Wiji, Wiji; Widhiyanti, Tuszie
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.3598-3614

Abstract

Representations in chemistry are essential for supporting students' understanding of abstract concepts such as redox reactions and voltaic cells. However, many students experience difficulties due to the lack of integration among macroscopic, submicroscopic, and symbolic levels of representation in textbooks. This study aimed to evaluate the quality and integration of visual representations related to voltaic cells in general chemistry textbooks widely used in Indonesian undergraduate programs. A descriptive qualitative content analysis approach was employed using an evaluation rubric developed by Gkitzia, which includes five criteria: type of representation, interpretation of surface features, relatedness to text, existence and clarity of captions, and the degree of correlation between components in multiple representations. Data were collected from five textbooks selected through purposive sampling and analyzed both qualitatively and quantitatively. The results showed that while most textbooks present macroscopic and symbolic representations adequately, submicroscopic levels are often lacking or fragmented. Common issues identified include insufficient labeling, missing or problematic captions, and weak text-image integration. Only a few textbooks provide well-developed hybrid representations. The study concludes that visual representations in textbooks still need significant improvement to support conceptual understanding. These findings provide insights for chemistry educators and textbook developers to design more pedagogically effective materials.
Co-Authors Ahmad Aminudin Alin Mardiah Ari Widodo Ari Widodo Aziz, Hafiz Aji Cahyani, Popi Diana Rochintaniawati Hayat Sholihin Liliasari , Munawaroh, Heli S.H Novianti Islahiah Nurazizah, Tean Oczhinvia Dwitasari Omay Sumarna Rahayu, Iqlima Rahmat Setiadi Rahmi, Chusnur Rizal Sakina, Nifela Septian Jauhariansyah Simanjuntak, Beatrice Ruth Nathania Sri Mulyani Wiji Wiji Wiji Wulandari, Sarah Ayu Yuli Rahmawati