Multiple Representation-Based Blended Learning Model for Chemistry Learning in High School

Abstract

<p>Online distance learning during the COVID-19 outbreak presents new challenges and opportunities for teachers and students. The Blended Learning method is reported to be one of the promising alternatives. However, no specific study revealed the proper blended learning model for chemistry learning that require chemistry representation and can improve critical thinking and problem solving skills at high school level. Qualitative research using phenomenological methods was used in this study. The data collection technique used is using questionnaires, interviews, and documentation. A total of 22 respondents from master students of chemistry education, lecturers and teachers of chemistry education participated in this study. The blended learning model analyzed in this study are Rotational blended learning models (station class, Lab/Whole Group class, flipped class, and Individual), Flex, Self-Blend, and Enriched-Virtual classes. The study results indicate that the blended learning model that the respondents chose the most suitable for multiple representation-based chemistry learning was the Flipped Class model (50%), while the one that was not selected was the Individual Rotation model.</p>

Use of Multiple Representations in Online General Chemistry Class: Promoting Chemical Understanding during the Covid-19 Pandemic

“…This could be due to the representational nature of the pedagogy, incorporating different perspectives of the chemistry phenomenon. Multiple representations are observed to have positive and significant gains across literature (Madden et al, 2011;Yakmaci-Guzel & Addan, 2013;Adadan, 2013;Derman & Ebenezer, 2020), making these representations valuable for the flexible learning modality that students are in during the pandemic (Munzil & Marfu'ah, 2021;Mulyani et al, 2022).…”

“…There is a difficulty in presenting the chemistry content and communicating the different levels of macro, micro, and symbolic content to the students online and remotely (Lansangan, 2020). Additionally, only a handful of researches were conducted to determine the effects of using multiple representations in online or blended learning modality, such as conducted by Munzil & Marfu'ah (2021) and Mulyani et al (2022). With this, the researchers adapted the macro-micro-symbolic approach in teaching chemistry to promote chemical understanding during the pandemic, as its effectiveness has not been documented in the context of the Philippines.…”