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

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

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

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.