Effectiveness of Cognitive Conflict-Based Chemistry Learning in Reducing Students' Misconceptions of Acid-Base Materials

Ningrum, Lis Setiyo; Drastisianti, Apriliana; Setiowati, Hanifah; Pratiwi, Resi

doi:10.29303/jppipa.v8i4.2092

Cited by 2 publications

(2 citation statements)

References 5 publications

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“…This study is a quasi-experimental research with a One-Group Pretest and Posttest Design (Ningrum et al, 2022). The research phase begins with an analysis of the understanding of biodiversity concepts through literature review and initial observations.…”

Section: Methodsmentioning

confidence: 99%

Implementing the Integrated GREEN Model for Social Natural Science Project (IPAS) to Enhance Understanding of Sustainable Biodiversity Concepts in Schools

Hanif,

Fatimah,

Rohaeti

2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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This research implements the Garden Resources, Education, and Environment Nexus (GREEN) Model as an innovative learning strategy to enhance the sustainable understanding of biodiversity concepts through Project-Based Learning (PjBL) Science and Social Science (IPAS) subject in schools. This PjBL model aims to integrate the GREEN Model into PjBL IPAS to enhance students' understanding of biodiversity concepts at the Indonesian School in Kota Kinabalu, Sabah, Malaysia. The research employs an experimental method with a ODGE using PjBL in IPAS subjects, the sample 34 students 10th. Research instruments and data collected included a 14-item short-answer pretest-posttest, a 8-item Likert Scale questionnaires, and interview guidelines and analyzed using descriptive statistical methods. The research results indicate that the implementation of the integrated GREEN Model in PjBL IPAS can improve students' understanding of biodiversity concepts, increasing the average score from 64.85 to 83.41 with a sig (2- tailed = 0.034) < (0.05). Based on statistical analysis, the integrated GREEN Model with PiBL in subject IPAS significantly enhance students' understanding concepts of biodiversity knowledge. According to the survey and interview data processing, most students also responded positively to the learning process, finding the GREEN Model engaging and easy to understand when integrated with PjBL IPAS.

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Section: Methodsmentioning

confidence: 99%

Implementing the Integrated GREEN Model for Social Natural Science Project (IPAS) to Enhance Understanding of Sustainable Biodiversity Concepts in Schools

Hanif,

Fatimah,

Rohaeti

2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…There are several ways to overcome misconceptions in students such as identifying misconceptions that often occur in the material being taught (Ningrum et al, 2022). Other things that can be done such as attractive teaching methods and feedback to students (Jumilah & Wasis, 2023).…”

Section: δX = ½ Smallest Scale Valuementioning

confidence: 99%

Identification of Tadris Biology Students Level Understanding and Misconceptions on the Material of Quantities and Units Using 3-Tier Diagnostic Method

Meiliyadi,

Asyari,

Arizona

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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The level of understanding and misconceptions of Tadris Biology students at Mataram State Islamic University has been analyzed. The tested sub-materials, including quantities, units, and measurements, are adjusted to the Student Semester Learning Plan in the Basic Physics Course. The method used was observation using the 3-tier Diagnostic Test. The 3-tier Diagnostic Test is a question consisting of multiple choice questions accompanied by statements of reasoning and confidence levels.. This method has three stages of student answers: concept answers, reasons, and confidence levels. Based on the results of diagnostic tests on students, it was obtained that the level of complete understanding of students was 23.53%, and the level of misconceptions was 23.53%. The level of misconception is 23.53%. Students experienced the greatest misconceptions in the physical quantities sub-material, which amounted to 52.94%, and the lowest in the measurement material at 5.89%. Most students believe that the angle is not a principal quantity, as indicated by the wrong student answers accompanied by the reasons and with a high confidence level-certainly a misconception because according to experts, the angle is also a principal quantity. Although the percentage of misconceptions is tiny, students still experience misconceptions in each submitter.

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Effectiveness of Cognitive Conflict-Based Chemistry Learning in Reducing Students' Misconceptions of Acid-Base Materials

Cited by 2 publications

References 5 publications

Implementing the Integrated GREEN Model for Social Natural Science Project (IPAS) to Enhance Understanding of Sustainable Biodiversity Concepts in Schools

Implementing the Integrated GREEN Model for Social Natural Science Project (IPAS) to Enhance Understanding of Sustainable Biodiversity Concepts in Schools

Identification of Tadris Biology Students Level Understanding and Misconceptions on the Material of Quantities and Units Using 3-Tier Diagnostic Method

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