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All Journal Jurnal Inovasi Pendidikan Kimia
YOSEPHINE DEBBIE DAMAYANTI
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Chemistry

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Development of the TTMCT Instrument and In-Depth Interview Activities to Identify Misconceptions about the Periodic Table Concept YOSEPHINE DEBBIE DAMAYANTI; Susilaningsih, Endang; Priatmoko, Sigit
Jurnal Inovasi Pendidikan Kimia Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v19i2.2683

Abstract

Misconceptions arise when students hold ideas that conflict with scientifically accepted concepts, and persistent misconceptions can reduce learning outcomes and weaken conceptual understanding. This study analyzed students’ misconceptions about the Periodic System of Elements through the development of a Three-Tier Multiple Choice Test (TTMCT) and supporting in-depth interview activities. A quantitative design was applied. Data were collected through observation, diagnostic testing, interviews, questionnaires, and documentation. Content validation involved eight experts (chemistry lecturers and chemistry teachers) and was followed by a small-scale trial to evaluate item clarity and practicality. The main study was conducted in five public and private schools and involved 250 Grade X students. TTMCT results indicated that a substantial proportion of students demonstrated misconceptions, distributed across seven distinct misconception profiles revealed by the combination of answer choice, reasoning selection, and Certainty of Response Index patterns. Interview findings helped confirm the diagnostic classifications and clarified typical reasoning used by students. Overall, the developed TTMCT instrument, complemented by in-depth interviews, proved effective for identifying and mapping misconceptions on periodic table concepts, providing diagnostic information that can guide targeted instructional remediation. Such mapping supports teachers in prioritizing concepts that require reteaching.
A New Paradigm for Learning Chemistry: A Virtual-Contextual Experimental Model for Students with Numeration Deficit Yosephine Debbie Damayanti; Anggita Putri, Rinda
Jurnal Inovasi Pendidikan Kimia Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v19i2.22988

Abstract

This study aimed to examine the effectiveness of a visual–numeracy learning approach in improving chemistry education students’ understanding of atomic structure and electron configuration. A quasi-experimental method with a pretest–posttest design was employed. The participants consisted of 42 first-semester students enrolled at a state university. The visual–numeracy approach was implemented through the integration of orbital diagrams, three-dimensional atomic models, infographics, and interactive numerical exercises designed to support conceptual and analytical reasoning. The results demonstrated a substantial improvement in students’ learning outcomes, as reflected in the increase in the mean score from 48.7 on the pretest to 84.2 on the posttest. In addition to quantitative gains, students showed enhanced analytical abilities, particularly in explaining anomalous electron configurations in transition elements and in relating electron configurations to periodic trends and physicochemical properties of elements. Student engagement and active participation in discussions and learning tasks also increased markedly, rising from 36% to 85%. These findings indicate that the visual–numeracy approach positively influences not only cognitive learning outcomes but also affective and psychomotor aspects of student learning. By enabling students to visualize abstract concepts and apply numerical reasoning simultaneously, this approach fosters deeper conceptual understanding and more meaningful learning experiences. Therefore, the visual–numeracy approach is highly suitable for broader integration into introductory chemistry courses, especially for topics that require strong spatial visualization and logical–mathematical reasoning
Co-Authors Anggita Putri, Rinda Endang Susilaningsih Sigit Priatmoko