Eliminating Misconceptions on Reaction Rate to Enhance Conceptual Understanding of Chemical Equilibrium Using EMBE-R Strategy

Jusniar, Jusniar; Effendy, Effendy; Budiasih, Endang; Sutrisno, Sutrisno

doi:10.29333/iji.2021.1416a

Cited by 9 publications

(10 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is one of the factors why students' misconceptions are difficult to eliminate and can be carried over to the next level of education. This is following the result of a study in some countries, i.e., Indonesia (Erman, 2017;Jusniar et al, 2020); Turkey (Durmaz, 2018); Pakistan (Ilyas & Saeed, 2018); South Africa (Kibirige et al, 2014).…”

Section: Introductionmentioning

confidence: 55%

“…The Ember learning strategy has a high level of effectiveness in reducing misconceptions (Jusniar et al, 2020). This is because students face cognitive conflicts against their misconceptions.…”

Section: Implementation Of Effective Learning Strategies In Reducing ...mentioning

confidence: 99%

“…The following are the results of the learning strategies analysis that researchers have carried out by integrating various kinds of learning media, as shown in Table 3. The results in Table 3 show that the integration of interactive media in the implementation of remedial learning strategies can positively impact (Islamiyah et al, 2019;Jusniar et al, 2020;Lu et al, 2018;Tas et al, 2015). It is because interactive media can make it easier to communicate and visualize abstract chemical concepts (Saregar et al, 2013), so it is effective in the creation phase of cognitive conflict for students.…”

Section: Integration Of Learning Media In Remedial Strategiesmentioning

confidence: 99%

See 2 more Smart Citations

The Effectiveness of Remediation Learning Strategy in Reducing Misconceptions on Chemistry: A Systematic Review

ISLAMİYAH

Rahayu

Dasna

2022

Tadris

View full text Add to dashboard Cite

Misconceptions are defined as wrong ideas or views of a person's concept different from the scientific concepts formulated by experts in their field. It must be reduced immediately so as not to hinder the process of understanding the next interconnected matter. Reducing students' misconceptions can be done through remedial learning. This study aimed to describe the phase in processing information that causes students' misconceptions based on learning theory, describe the implementation of an effective remedial learning strategy to reduce misconceptions in chemistry, and describe learning media that can be integrated into remedial learning in chemistry. The method used in this study was the systematic literature review (SLR) by searching articles on the electronics journal database. The database used in this study was ERIC, Google Scholar, and Sinta from 2011 to 2021. Seventeen articles were found in 14 indexed journals (Scopus and Sinta). The data was analyzed by collecting the related articles, reducing them based on the research focus, displaying the data, and concluding. The result showed that students build their understanding through assimilation and accommodation. The disequilibrium between both of these aspects causes a misconception. It must be reduced immediately through remedial learning. Six remedial learning strategies can reduce misconceptions in chemistry effectively, i.e., POE, Guided Inquiry, MRCD, Ember, Conceptual Learning, and ECIRR. This effectiveness is due to the phase of creating cognitive conflict. Integrating Information and Communication Technology (ICT) interactive media in implementing remedial learning strategies has a positive impact because interactive media can visualize abstract concepts. Hence, the cognitive accommodation phase is more effective.

show abstract

Section: Introductionmentioning

confidence: 55%

Section: Implementation Of Effective Learning Strategies In Reducing ...mentioning

confidence: 99%

Section: Integration Of Learning Media In Remedial Strategiesmentioning

confidence: 99%

See 1 more Smart Citation

The Effectiveness of Remediation Learning Strategy in Reducing Misconceptions on Chemistry: A Systematic Review

ISLAMİYAH

Rahayu

Dasna

2022

Tadris

View full text Add to dashboard Cite

show abstract

“…The concepts in this subject are essential to understand because they are the basis for understanding related materials, such as Acid-Base Equilibrium, Hydrolysis, and Solubility (Voska et al, 2000). According to a survey conducted on chemistry teachers in the United States This difficulty causes misconceptions in almost all CE concepts (Jusniar et al, 2020(Jusniar et al, , 2021(Jusniar et al, , 2022;…”

Section: Introductionmentioning

confidence: 99%

Stimulating Metacognitive and Problem Solving-Skills Students' on Chemical Equilibrium through Modified Problem-Based Learning (M-PBL) Strategy

Jusniar

Syamsidah²,

Munawwarah³

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

This quasi-experimental aim is to examine the effect of implementing the M-PBL strategy on the metacognitive and problem-solving skills of Chemistry Education students. The number of research samples was 35 and 33 students for the experimental and control classes were selected randomly. The experiment class uses the M-PBL strategy. In contrast, the control class usages a verification strategy for Chemical Equilibrium, Advance Basic Chemistry courses in the even semester of the 2020/2021 academic year. Two instruments used are, 1) 12 items of Objective test on Chemical Equilibrium (CE) to measure students' problem-solving skills. 2) 12 Essay Test items to measure metacognitive knowledge. Assessment of metacognitive Knowledge adapts Rompayom's rubric. Implementing the M-PBL Strategy affected students' declarative, procedural, and conditional knowledge. The MPBL strategy had a better effect than conventional strategies on students' problem-solving skills.

show abstract

“…This process involves contextual problems that are familiar in students' real lives. A similar strategy (EMBE-R) can also improve students' conceptual understanding of chemical equilibrium (Jusniar et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Development of a Modification Problem-Based Learning (M-PBL) Strategy to Stimulate Chemistry Education Students’ Metacognitive Ability

Jusniar

Yunus²,

Hardin³

et al. 2022

J-PEK

Self Cite

View full text Add to dashboard Cite

This study aims to describe the development of the M-PBL strategy with the ADDIE pattern (Analyze, Design, Develop, Implementation, and Evaluate) and test its validity and practicality. The research involved two basic chemistry lecturers and 35 chemistry education students from Universitas Negeri Makassar (UNM) for the 2020/2021 academic year. The instruments were validation sheets and teaching instruments (lesson plan, worksheet, and ability assessment; 2) lecturer and student perception questionnaires and observation sheets on the implementation of the M-PBL strategy to test the product's practicality. Testing the validity of the development product (M-PBL strategy Design and its tools) found that all products were in the very high category. The practicality of the M-PBL strategy based on the perceptions of two lecturers was 100%, giving a positive response, while the student's perception was 94.6%, giving a positive response. The implementation of the stages of the M-PBL strategy is carried out with a high category of student activities. Thus, the product is declared feasible and acceptable based on its validity and practicality.

show abstract

Eliminating Misconceptions on Reaction Rate to Enhance Conceptual Understanding of Chemical Equilibrium Using EMBE-R Strategy

Cited by 9 publications

References 36 publications

The Effectiveness of Remediation Learning Strategy in Reducing Misconceptions on Chemistry: A Systematic Review

The Effectiveness of Remediation Learning Strategy in Reducing Misconceptions on Chemistry: A Systematic Review

Stimulating Metacognitive and Problem Solving-Skills Students' on Chemical Equilibrium through Modified Problem-Based Learning (M-PBL) Strategy

Development of a Modification Problem-Based Learning (M-PBL) Strategy to Stimulate Chemistry Education Students’ Metacognitive Ability

Contact Info

Product

Resources

About