STEM Education International
Vol. 1 No. 1 (2025): STEM Education International

University Students’ Understanding of Intermolecular Forces: A Comparison of First & Third-Year Students

Billah, Achmad Arifun (Unknown)
Octavia, Devita Aliya (Unknown)
Sholihah, Febriana Hidayatus (Unknown)
Febriliyanto, Muhammad Rafli (Unknown)
Aisyah, Nisa Nur (Unknown)
Rohmah, Nuril Hafidzatur (Unknown)
Rahayu, Sri Mulyani Sugiarti (Unknown)
Salsabela, Tania Adilla (Unknown)
Basimin, Mudzuna Quraisyah (Unknown)
Habiddin, Habiddin (Unknown)

Article Info

Publish Date
04 Jan 2025

Abstract

The study aims to analyze chemistry education students’ understanding of intermolecular forces more deeply in 2021 (third-year) and 2023 (first-year). This type of research is descriptive research, and the technique used to collect data is a test and interview. Students encountered difficulties connecting types of Intermolecular Forces (IMFs) and molecular examples. Students’ understanding of hydrogen bonding is higher than that of dipole-dipole, induced dipole, and London (dispersion) forces. This study implies that third-year chemistry education students demonstrated superior mastery of intermolecular forces than first-year students.

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Journal Info
STEM Education International
Website

Abbrev

stem

Publisher

PT Ahan Group Publisher

Subject

Education Environmental Science Mathematics

Description

STEM Education International is a peer-reviewed, interdisciplinary publication dedicated to improving STEM (science, technology, engineering, and mathematics) education worldwide. It is debuting as an innovative new publication in education. Its peer-reviewed status makes it a key contributor to ...