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All Journal Jurnal Pendidikan IPA Indonesia
H. R. Widarti, H. R.
Universitas Pendidikan Indonesia, Bandung, Indonesia
Education

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STUDENT MISCONCEPTION ON REDOX TITRATION (A CHALLENGE ON THE COURSE IMPLEMENTATION THROUGH COGNITIVE DISSONANCE BASED ON THE MULTIPLE REPRESENTATIONS) Widarti, H. R.; Permanasari, A.; Mulyani, S.
Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v5i1.5790

Abstract

The misconception is one of the obstacles in the concept mastery that needed to be minimalized. This descriptive study was conducted to find the patterns of misconceptions which have occurred on college students who participating in the redox titration course subject. Efforts to minimize misconceptions have been conducted through lectures using the multiple representations with the cognitive dissonance strategies on the 30 students who joined the Fundamentals of Analytical Chemistry course. The research instrument used in this study was 6 multiple-choice tests with reasons. In order to detect the misconception, Certainty of Response Index technique was performed. The preliminary study results showed that 34.30% of students experiencing the misconceptions on redox titration. After treatments, the misconceptions reduced to 28.17%. A misconception that cannot be eliminated was related to the concepts involving in the microscopic and symbolic appearances.
STUDENT MISCONCEPTION ON REDOX TITRATION (A CHALLENGE ON THE COURSE IMPLEMENTATION THROUGH COGNITIVE DISSONANCE BASED ON THE MULTIPLE REPRESENTATIONS) Widarti, H. R.; Permanasari, A.; Mulyani, S.
Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v5i1.5790

Abstract

The misconception is one of the obstacles in the concept mastery that needed to be minimalized. This descriptive study was conducted to find the patterns of misconceptions which have occurred on college students who participating in the redox titration course subject. Efforts to minimize misconceptions have been conducted through lectures using the multiple representations with the cognitive dissonance strategies on the 30 students who joined the Fundamentals of Analytical Chemistry course. The research instrument used in this study was 6 multiple-choice tests with reasons. In order to detect the misconception, Certainty of Response Index technique was performed. The preliminary study results showed that 34.30% of students experiencing the misconceptions on redox titration. After treatments, the misconceptions reduced to 28.17%. A misconception that cannot be eliminated was related to the concepts involving in the microscopic and symbolic appearances.
Students’ Mental Models of Acid and Base Concepts Taught Using Cognitive Apprenticeship Learning Model Amalia, F. R.; Ibnu, S.; Widarti, H. R.; Wuni, H.
Jurnal Pendidikan IPA Indonesia Vol 7, No 2 (2018): June 2018
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v7i2.14264

Abstract

A mental model is a student's perception or description of a concept. Chemistry learning requires deep understanding including three levels of representation; macroscopic, sub-microscopic, and symbolic. These three levels of representation are interconnected to form a meaningful understanding and students' mental model. The purpose of this study was to look at the mental models of students on acid and base topic taught using cognitive apprenticeship learning model. This research employed explanatory sequential mix method with 65 research subjects. The research instrument was in the form of a description test of acid-base concepts and an interview guideline for the students’ answers on the test. The results showed that students had good mental models (63.64%) on acid and base taught using cognitive apprenticeship learning model.
The Development of Electrolysis Cell Teaching Material based on STEM-PjBL Approach Assisted by Learning Video: A Need Analysis Widarti, H. R.; Rokhim, D. A.; Syafruddin, A. B.
Jurnal Pendidikan IPA Indonesia Vol 9, No 3 (2020): September 2020
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study attempts to explore teachers’ and students’ needs on the development of electrolysis cell teaching materials assisted by a learning video. Data were obtained through open question questionnaires and close-ended questions given to 15 teachers and 15 students of senior high school in East Java province. What teachers need of interactive learning media is both in knowledge and thinking skills and adds insight to students’ conceptual understanding. Besides, it can apply 4C skills (Communication, Collaboration, Critical Thinking, Problem Solving, Creativity, and Innovation). Chemistry learning materials that students want are interactive instructional video media integrated with information technology. The level of teacher and student confidence in learning chemistry in schools on the topic of voltaic cells was carried out based on STEM-PjBL education assisted by learning videos of 78.6 and 89.2. Therefore, it is necessary to develop teaching materials with appropriate approaches and methods that can support chemistry learning on the topic of electrolysis cells in the form of STEM-PjBL-based textbooks assisted by learning videos featuring triple representative.
Co-Authors A. Permanasari Amalia, F. R. Ibnu, S. Rokhim, D. A. S. Mulyani Syafruddin, A. B. Wuni, H.