Identification of Multiple Representation Abilities Using C3TMC Instrument: Needs Analysis in Chemistry Learning

Abstract

Chemistry learning plays a significant role in producing pupils whom both mastered the cognitive aspect and multiple representative aspects (contextual learning). Evaluation instrument used by the teacher for measuring cognitive aspect is common, but those for measuring multiple representation ability is rare. The proper instrument is needed to measure multiple representations. This study aims to describe the analysis of the needs of the Computerized Three-Tier Multiple choice (C3TMC) Instrument to measure student’s multiple representational abilities in chemistry learning. Qualitative descriptive is the research method chosen by conducting a qualitative survey. The sampling technique was purposive sampling. The participants consisted of 17 chemistry teachers in the Surakarta area. This research used 13 items of the survey that aimed to reveal teachers’ needs on the learning evaluation process had been validated by two experts. The results obtained show that the analysis of computerized and needed an assessment instrument that was able to measure students’ multiple representational abilities has a high utilization category in chemistry learning, namely 88.2%. By considering the results, the teachers tremendously need a good instrument to measure pupils’ multiple representation abilities in Chemistry learning.