Students’ conceptions and problem-solving ability on topic chemical thermodynamics

Diawati, Chansyanah

doi:10.1063/1.4941152

Cited by 4 publications

(7 citation statements)

References 15 publications

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“…This shows that students are still oriented only to mathematics when solving physics problems, not to the right and appropriate concepts and strategies. The study's low yields are consistent with Diawati's findings (Diawati, 2016). Conceptual understanding can influence students' problem-solving abilities (Sutarno et al, 2017).…”

Section: Figure 8 Output Wright Mapssupporting

confidence: 84%

“…Problems with students' perceptions can lead to students' inability to solve problems. Students' perceptions can also confirm students' lack of problem-solving abilities (Diawati, 2016). Students who have an understanding of physics concepts and can store physics principles in their memory as inseparable information, tend to be better able to solve the problems they face.…”

Section: Figure 8 Output Wright Mapsmentioning

confidence: 98%

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MoIP-ST: An Instrument to Measure Students’ Problem Solving Skills on Momentum and Impulse

Astuti

Kaniawati

Samsudin

et al. 2022

JPMIPA

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This research aims to develop the MoIP-ST (Momentum and Impulse Problem-Solving Test) instrument to measure students' problem-solving abilities according to the stages of problem-solving skills. The research method used is 4). The research participants were 64 students, consisting of 32 rural and 32 urban 10th-grade students in East Java, who were randomly selected. The first analysis is a multi-rater Rasch measurement based on the results of expert validation, which indicates that item I1 needs improvement. The second analysis is the analysis of the MoIP-ST instrument using the Rasch model, which shows that overall the items on the MoIP-ST are valid and reliable with a Cronbach Alpha of 0.87. The third analysis is the use of the MoIP-ST, which shows that the problem-solving ability of rural students is lower than that of urban students. Student problem-solving needs to be improved through models, methods, learning models, and teaching materials that support problem-solving.

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Section: Figure 8 Output Wright Mapssupporting

confidence: 84%

Section: Figure 8 Output Wright Mapsmentioning

confidence: 98%

MoIP-ST: An Instrument to Measure Students’ Problem Solving Skills on Momentum and Impulse

Astuti

Kaniawati

Samsudin

et al. 2022

JPMIPA

View full text Add to dashboard Cite

show abstract

“…School graduates who think critically and respond creatively will more likely be able to face the challenges of the 21st century. Such graduates will contribute positively to the personal, social, technological and economic worlds that they will inhabit as adults [2][3][4].…”

Section: Introductionmentioning

confidence: 99%

Students’ construction of a simple steam distillation apparatus and development of creative thinking skills: A project-based learning

Diawati

Liliasari

Setiabudi

et al. 2017

AIP Conference Proceedings

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“…Therefore, the important role of an educator is to help students become problem solvers. 31 The pedagogical concept of project-based learning is different from traditional learning in terms of trying to develop students into active learners who actively acquire the necessary knowledge to resolve the problems that appear in the project, rather than passive learners who are always receiving knowledge. 32 Project-based learning (PBL) through authentic issues allows students to engage in designing, problem-solving, decision-making, providing the opportunity to work relatively independently for longer periods of time, and producing a tangible product.…”

mentioning

confidence: 99%

“…The national expert analysis and commentary on the state of education have referred to the need to develop the problem solver. Therefore, the important role of an educator is to help students become problem solvers …”

mentioning

confidence: 99%

Using Project-Based Learning To Design, Build, and Test Student-Made Photometer by Measuring the Unknown Concentration of Colored Substances

et al. 2018

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Students learned the principles and practice of photometry through project-based learning. They addressed the challenge of measuring the unknown concentration of a colored substance using a photometer they were required to design, build, and test. Then, they used that instrument to carry out the experiment and fulfill the challenge. A photometer was designed and built by students consisting of a green laser pointer as the light source and a lux meter as the detector and readout. Using this photometer students have determined the concentration of the unknown sample of KMnO 4 solutions. The concentration of this sample solution was calculated to be (4.62 ± 0.06) × 10 −4 M; this value agrees within 6% of the expected value from the measurement using the commercial spectrophotometer which was calculated to be (4.96 ± 0.005) × 10 −4 M. The experiments fit well into an analytical chemistry course and take a standard (1 h) lab period. This project has facilitated improved student understanding of the photometry concepts and increased the creative problem-solving. In general, the students' response to this laboratory was positive.

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Students’ conceptions and problem-solving ability on topic chemical thermodynamics

Cited by 4 publications

References 15 publications

MoIP-ST: An Instrument to Measure Students’ Problem Solving Skills on Momentum and Impulse

MoIP-ST: An Instrument to Measure Students’ Problem Solving Skills on Momentum and Impulse

Students’ construction of a simple steam distillation apparatus and development of creative thinking skills: A project-based learning

Using Project-Based Learning To Design, Build, and Test Student-Made Photometer by Measuring the Unknown Concentration of Colored Substances

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