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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA)
Muthmainnah Damsi
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Systematic Literature Review: Multiple-tier Diagnostic Instruments in Measuring Student Chemistry Misconceptions Muthmainnah Damsi; Slamet Suyanto
Jurnal Penelitian Pendidikan IPA Vol 9 No 5 (2023): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i5.2600

Abstract

Misconception is a conception of someone who is not by scientific concepts recognized by experts. One way to identify students' misconceptions is by conducting tests using diagnostic instruments. This study aims to identify misconceptions in chemistry learning as well as the most widely used types of multiple-tier diagnostic instruments. The research method used is a systematic literature review (SLR) by analyzing relevant research results from the Google Scholar and ERIC databases of 47 articles based on their suitability with the research theme within the last seven years (2016-2022). The systematic literature review method reviews articles systematically by following the steps that have been determined. The research findings show that students' misconceptions mostly occur in the buffer solution material with the most widely used diagnostic instrument, namely the three-tier multiple-choice (50%). The dominant cause of students' chemical misconceptions occurs due to students' internal factors in the form of a mismatch between students' preconceptions and the concepts taught by experts and strategies for applying learning models that are often used as a method to reduce students' chemical misconceptions such as the application of the Dual Situated Learning Model (DSLM) as well as implementing the Elicit, Confront, Identify, Resolve, Reinforce (ECIRR) model.
Mental Models in Chemistry Concept: A Systematic Review Andi Tenri Uleng; Muthmainnah Damsi; Yanti Kumala Sembiring
Jurnal Penelitian Pendidikan IPA Vol 10 No 11 (2024): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i11.6353

Abstract

Mental models in chemistry concepts are defined as student’s comprehension of three levels of chemical representations, including macroscopic, submicroscopic, and symbolic levels. This study aims to identify, review, and evaluate research concerning mental models in chemistry concepts through specific research questions. The research method used is a systematic literature review (SLR) by analyzing relevant articles from Google Scholar, Eric, Scopus, and Crosscref, focusing on publications from the the past decade (2013–2023). A total of 52 articles were obtained from the analysis based on the inclusion and exclusion criteria. The findings indicate that most studies aim to understand students' mental model profiles related to chemistry concepts. High school students are predominantly involved as research samples. The most used data collection tool is diagnostic tests. Mental models are primarily studied in physical chemistry, particularly in chemical equilibrium, adopting various theories, especially the Sendur, Toprak, and Pekmez (2010) model. Factors influencing the formation of students' mental models include internal factors such as prior knowledge, experiences, attitudes, and motivations, and external factors such as the environment, incomplete textbooks, and inappropriate teaching strategies.
Co-Authors Andi Tenri Uleng Slamet Suyanto Yanti Kumala Sembiring