Identifying and addressing students’ learning difficulties in hydrolysis using testlet instrument

Shidiq, Ari Syahidul; Yamtinah, Sri; Masykuri, Mohammad

doi:10.1063/1.5139849

Cited by 5 publications

(8 citation statements)

References 51 publications

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“…Researchers have conducted studies of learning difficulties and misconceptions on various topics, both at the elementary, middle and college levels, like a misconception on the topic of biology (Fisher & Moody, 2002;Kumandaş, Ateskan, & Lane, 2019), misconceptions of high school students about renewable energy resources and applications (Said Tortop, 2012), and misconception in chemistry topics (Shidiq, Yamtinah, & Masykuri, 2019;Tüysüz, 2009). The methods used by researchers to identify and deal with misconceptions also vary, such as identifying students' misconceptions with the Two-tier multiplechoice instrument (Adodo, 2013;Bayrak, 2013;Chandrasegaran, Treagust, & Mocerino, 2007;Lin, 2004;Othman, Treagust, & Chandrasegaran, 2008;K.-C. D. Tan, Taber, Goh, & Chia, 2005;K.…”

Section: Question E Energy Changesmentioning

confidence: 99%

A Four-tier Diagnostic Instrument: An Analysis of Elementary Student Misconceptions in Science Topic

Kartimi¹,

Yunita²,

Fuadi

et al. 2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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Learning science in elementary schools encourages students to understand the natural environment more deeply, rationally, and scientifically. However, often the scientific concepts they believe about science topics are not in accordance with the scientific concepts they should be. This misconception is difficult for teachers to diagnose. Special instruments to identify and analyze students' misconceptions are needed. Therefore, this research aims to analyze the misconceptions of elementary school students on the topic of energy using a four-tier diagnostic instrument. The purposed-designed survey method was used in this study. The data were analyzed quantitatively and qualitatively. The participants in this study were 20 fourth grade students in an elementary school in Ciamis Regency. A total of 6 questions in the form of a four-tier diagnostic instrument were used to determine the level of students' conceptions. The results showed that the students have misconceptions about the concept of energy. This can be seen from the average percentage of students' misconceptions of 66.67%. This research is expected to contribute to alternative ways to identify and analyze students' misconceptions using the four-tier diagnostic instrument. In addition, it can be used as a reference for teachers and researchers related to the problem of misconceptions of science in elementary school students

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Section: Question E Energy Changesmentioning

confidence: 99%

A Four-tier Diagnostic Instrument: An Analysis of Elementary Student Misconceptions in Science Topic

Kartimi¹,

Yunita²,

Fuadi

et al. 2021

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

show abstract

“…For many years, these topics have consistently been rated as among the most challenging topics by Malaysian students and teachers (Doraiseriyan & Damanhuri, 2021;Osman & Lay, 2020;Ting, 2016). Likewise, past and recent studies from other countries echoed students' similar issues and negative perceptions of learning the topics (Anim-Eduful & Adu-Gyamfi, 2022;Bouabdallah, 2021;Malkoc, 2017;Shidiq et al, 2019;Tan, 2005;Wisudawati et al, 2022).…”

Section: Introductionmentioning

confidence: 96%

“…With such a loose foundation, past studies asserted that students are prone to hold alternative notions and misconceptions related to basic concepts that manifest more difficulties in learning the subsequent topics that integrate the knowledge in understanding more complex concepts or solving problems (Elham & Dilmaghani, 2019;Salame & Nikolic, 2021;Ting, 2016). In the context of preparation and qualitative analysis of salts, it is evident that students not only struggle to learn the basics topics, but they also found to have misconceptions about the reaction of acids and bases (Damanhuri et al, 2016), ionic and covalent substances (Stojanovska et al, 2017), the concept of salts' solubility (Eisen et al, 2014;Izzati & Rochmah, 2020;Salame & Nikolic, 2021) and salts hydrolysis (Prianti et al, 2020;Shidiq et al, 2019) to name a few.…”

Section: Introductionmentioning

confidence: 99%

Learners’ issues in the preparation and qualitative analysis of salts topics in chemistry: Teachers’ perspectives

et al. 2023

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This study examines learners’ issues in learning the preparation and qualitative analysis of salts topic from Malaysian chemistry teachers’ perspectives. The researchers adopted a qualitative design and conducted semi-structured interviews with sixteen informants who have experience of teaching chemistry for more than five years. They were selected via purposive sampling. Document analysis was conducted to verify and supplement findings obtained from the interviews. The study reports five issues that emerged from the data analysis: negative perceptions, dealing with the number of information, imagining abstract concepts, mastery of basic knowledge and solving problems, and fulfilling the grading criteria. The study results confirm the unanimity of past studies on students’ unfavorable views on these topics and their struggle in learning abstract concepts involved in the salts formation and analysis. Besides, students’ issues are also significantly rooted in having weak prior knowledge of salts, affecting their ability to solve related problems. The study suggested that teachers must practice various approaches and strategies deemed effective in aiding learners in learning and be more selective in choosing approaches tailored to the individual students’ issues in learning these topics in class.

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Section: Introductionmentioning

confidence: 99%

“…Chemistry learning has specific characteristics that require hands-on action in the form of practicum (Shidiq et al, 2019). Practicum is carried out so that the necessary meaningful learning occurs to establish a complete understanding of chemical concepts, examine the theories obtained and relate them to everyday scientific phenomena through scientific activities in the laboratory (Shidiq et al, 2019). Practicum activities should ideally be carried out face-to-face because in this activity a lecturer can assess the ability of cognitive, psychomotor and affective aspects at once (Khoiroh et al, 2021;Prabha, 2016).…”

Section: Introductionmentioning

confidence: 99%

Blended Learning Integrated with Project-Based Learning: Its Effect on Learning Outcomes, Perception, and Self-Regulated Learning

Pohan

Maulina

2022

JPKI

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The demands on chemistry learning require hands-on action in the form of practicums to fit understanding of chemical concepts, examine the theories obtained and relate them to everyday scientific phenomena through scientific activities in the laboratory. So that cognitive, affective, and psychomotor learning outcomes are achieved. This research is a type of qualitative descriptive research. This study investigates student perceptions and Self-Regulated Learning (SRL) on integrated blended learning Project Based Learning that affects student learning outcomes. The research subjects were nine people students who were enrolled in basic chemistry courses. This research was conducted for seven meetings where the learning process was carried out with a mixture of online and offline lectures called Blended Learning. Data collection was conducted through interviews to determine student perceptions of Blended Learning and a questionnaire to determine the student's SRL level. Learning Outcomes (LO) tests were in the form of cognitive, affective, and psychomotor. The interview data were analyzed inductively. Meanwhile, the SRL data analysis and the LO test are presented as an integrated and comparative description. Students' interviews revealed positive perceptions about the learning. This study found that the students' SRL were in the high (56%), medium (33%), and low (11%) categories. The LO assessment was obtained from the pre-test and post-test; all students' scores increased. As for the attitude, the measurements showed four categories: very good (67%), good (11%), adequate (11%), and poor (11%). Assessment of instruments designed showed that 67% of the instruments were developed while another 33% were underdeveloped.

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Identifying and addressing students’ learning difficulties in hydrolysis using testlet instrument

Cited by 5 publications

References 51 publications

A Four-tier Diagnostic Instrument: An Analysis of Elementary Student Misconceptions in Science Topic

A Four-tier Diagnostic Instrument: An Analysis of Elementary Student Misconceptions in Science Topic

Learners’ issues in the preparation and qualitative analysis of salts topics in chemistry: Teachers’ perspectives

Blended Learning Integrated with Project-Based Learning: Its Effect on Learning Outcomes, Perception, and Self-Regulated Learning

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