Identifying Undergraduate Students’ Misconceptions in Understanding Acid Base Materials

Mubarak, Syarifatul; Yahdi, Y.

doi:10.15294/jpii.v9i2.23193

Cited by 9 publications

(9 citation statements)

References 38 publications

(48 reference statements)

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“…That is, teachers' misconceptions are not influenced by the usage of everyday language and religion to explain organic chemistry. Indeed, conceptual misunderstanding is becoming one of the common issues in teaching and learning chemistry (Mubarak & Yahdi, 2020), and teachers in this study have misunderstandings in another known difficult concept (Burrows & Mooring, 2015) like organic chemistry. Teachers' conceptual misunderstanding is an indication that they are misapplying basic principles (NRC, 1997) such as the number of bonds formed by each carbon atom in a chain, hybridization of the carbon atom, IUPAC nomenclature, structural formula, and chemical reactions.…”

Section: Discussionmentioning

confidence: 87%

Teachers’ Conceptual Difficulties in Teaching Senior High School Organic Chemistry

Adu-Gyamfi

Asaki

2022

Contemporary Mathematics and Science Education

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Teachers are one of the important factors influencing students' learning of chemistry as they (teachers) transform the content for students. When teachers do not have a sound scientific understanding of the chemistry behind the organic concepts considered to be difficult, they are likely, not able to transform sound scientific understanding for their students. Hence, the need to examine the conceptual difficulties of teachers in teaching organic chemistry to senior high school students. Teachers, teaching chemistry in 31 schools were sampled through multi-stage sampling procedures and responded to a diagnostic test on organic chemistry. The data from the test were manipulated using quantitative and qualitative methods, such as means, standard deviations, percentages, and themes. The quantitative results were merged with the qualitative results to examine teachers' conceptual difficulties in organic chemistry. The findings showed that teachers have conceptual difficulties with organic chemistry. This study has added to the literature that teacher conceptual difficulties were partial understanding with misconceptions such as preconceived notions, factual misconceptions, and conceptual misunderstandings. Therefore, in order to deal with those misconceptions, chemistry educators should implement instructional approaches that will help preservice teachers challenge and deal with their misconceptions in organic chemistry.

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Section: Discussionmentioning

confidence: 87%

Teachers’ Conceptual Difficulties in Teaching Senior High School Organic Chemistry

Adu-Gyamfi

Asaki

2022

Contemporary Mathematics and Science Education

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“…Namun demikian hasil tes twotier tidak cukup menggambarkan kesalahpahaman tentang kurangnya pengetahuan (Anam et al, 2019). Sehingga instrumen diagnostik tes three-tier dianggap lebih valid dan dapat diandalkan dalam mendiagnosis miskonsepsi peserta didik daripada tes two-tier (Mubarak & Yahdi, 2020;Prodjosantoso et al, 2019). Akan tetapi instrumen diagnostik tes four-tier selalu dianggap lebih efektif dan akurat daripada tes three-tier, dan lebih dapat digunakan untuk melihat seberapa kuat peserta didik dalam memahami konsep (Akmali, 2018;Habiddin & Page, 2019).…”

Section: Intrumen Diagnostik Yang Digunakan Dalam Mengidentifikasi Mi...unclassified

Analisis Miskonsepsi Kimia dan Instrumen Diagnosisnya: Literatur Review

Rokhim

Rahayu

Dasna

2023

JIPK

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Penelitian ini bertujuan untuk menganalisis trend penelitian miskonsepsi kimia peserta didik pada tingkat SMA dan instrumen diagnosisnya. Metode penelitian ini menggunakan metode Systematic Literature Review (SLR). Data penelitian diperoleh, dari 20 artikel yang diseleksi pada basis data Eric, Scopus, Google Schoolar, Crosccef yang terindikasi dari tahun 2015 hingga 2021. Artikel yang dipilih memiliki kesamaan topik terhadap analisis miskonsepsi. Hasil analisis data menunjukkan bahwa publikasi artikel miskonsepsi peserta didik di tingkat SMA enam tahun terakhir mengalami penurunan miskonsepsi, dan ditemukan lagi miskonsepsi yang lain, yang berarti penelitian miskonsepsi masih menjadi fokus penelitian saat ini dan masalah miskonsepsi kimia masih sering terjadi pada peserta didik SMA. Penyebab miskonsepsi kimia pada peserta didik mayoritas terjadi karena faktor internal berupa ketidaksesuaian prakonsepsi peserta didik dengan konsep ilmuwan. Pengembangan instrumen diagnostik yang digunakan tes Two-Tier, tes Three-Tier, tes Four-Tier, tes Five-Tier, Kuesioner dan soal pilihan ganda bersifat open –ended Jager, dan Essay Diagnostic Test of Chemistry merupakan metode untuk mendeteksi miskonsepsi kimia yang sering dikembangkan dalam penelitian. Selain itu, penelitian ini juga mengungkap bahwa tidak ada perbedaan hasil tentang instrumen yang digunakan dan miskonsepsi yang ditemukan antar lintas negara

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“…Students had difficulty understanding the Brownsted-Lowry acid-base concept because they only recognized the Arrhenius acid-base concept. Another study revealed that some students had misconceptions about all concepts (Mubarak & Yahdi, 2020). Therefore, most students had difficulty answering questions about acid-base theory (Fajrin et al, 2020).…”

Section: Description: R = Researcher S = Studentmentioning

confidence: 99%

Identification of Students' Misconceptions on Acid-Base using Four Tier Diagnostic Tests

Aini

Silfianah

2022

J-PEK

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Students often have difficulty understanding acid-base material, so it has the potential to cause misconceptions. If the students' misconceptions are left unattended and not immediately identified, there will be ongoing misconceptions. This study aimed to describe the misconceptions that occur in acid-base material and determine the large percentage of students who experience misconceptions. The method used in this research is descriptive quantitative. The subjects of this study consisted of 108 students of class XII MA Matholi'ul Anwar. The identification of misconceptions used a four-tier diagnostic test instrument with 20 items. The students' answers from the test were then analyzed and categorized into understanding concepts, not understanding concepts, and misconceptions. This study found that 50% of students hold misconceptions about acid-base theories, 59% in acidbase indicators, 55% in acid-base ionization constant, 58% in pH, 55% in the calculation of pH and 51.9% in pH concepts in the environment.

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Identifying Undergraduate Students’ Misconceptions in Understanding Acid Base Materials

Cited by 9 publications

References 38 publications

Teachers’ Conceptual Difficulties in Teaching Senior High School Organic Chemistry

Teachers’ Conceptual Difficulties in Teaching Senior High School Organic Chemistry

Analisis Miskonsepsi Kimia dan Instrumen Diagnosisnya: Literatur Review

Identification of Students' Misconceptions on Acid-Base using Four Tier Diagnostic Tests

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