Students’ mental models in acid-base topic

Redhana, I Wayan; Sudria, Ida Bagus Nyoman; Suardana, I Nyoman; Suja, I Wayan; Putriani, V. D.

doi:10.1088/1742-6596/1521/4/042092

Cited by 9 publications

(7 citation statements)

References 13 publications

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“…Identifikasi model mental siswa perlu dilakukan sebelum guru merancang desain pembelajaran (Redhana et al, 2020). Model mental siswa yang tidak utuh atau tidak sesuai dengan pemahaman ilmiah dapat mempersulit siswa dalam memahami representasi kimia pada tingkat sub-mikropkopis dan simbolik (Kozma & Russell, 1997).…”

Section: Pendahuluanunclassified

“…Identifikasi profil model mental pebelajar sangat penting dilakukan oleh pengajar karena hasilnya dapat mengetahui level pemahaman pebelajar, kesulitan, dan juga miskonsepsi yang dialami pebelajar (Amalia et al, 2018). Penemuan mengenai model mental pebelajar dapat digunakan oleh guru mengembangkan kegiatan pembelajaran (Bongers et al, 2019) dan menemukan model pembelajaran yang tepat untuk meremidiasi model mental sintetik dan inisial yang terjadi pada pebelajar (Redhana et al, 2020). Penelitian oleh Batlolona & Souisa (2020) yang sudah menerapkan model pembelajaran tertentu dalam mempelajari konsep konduktivitas air telah dilakukan dan terbukti dapat meningkatkan model mental yang terjadi pada pebelajar daripada menggunakan model konvensional.…”

Section: Cara Peneliti Mengidentifikasi Model Mentalunclassified

“…Model mental oleh Park & Light dapat dikategorikan menjadi beberapa jenis yaitu early mental model, intermediate mental model (1, 2, 3), dan target mental model(Batlolona & Souisa, 2020;Sunyono & Sudjarwo, 2018). Sedangkan Kurnaz & Eksi mengkategorikan mental model kedalam tiga jenis yaitu model mental saintifik, model mental sintetik, dan model mental inisial(Amalia et al, 2018;Redhana et al, 2020). Kategori lain yang digunakan dalam penelitian adalah teori model mental oleh Sendur et al, Johnson-Laird, Lin & Chiu, Vosniadou.…”

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A Systematic Literature Review: Model Mental pada Konsep-Konsep Kimia

Atikah,

Habiddin,

Nazriati

et al. 2023

JIPK

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Model mental adalah penggambaran visual pebelajar atau representasi internal yang dimiliki ketika menjelaskan fenomena tertentu. Pada pembelajaran kimia model mental juga seringkali dipahami sebagai pemahaman siswa terhadap tiga level representasi kimia. Penelitian ini menggunakan metode Systematic Literature Review dengan tujuan untuk mengidentifikasi, mengkaji, mengevaluasi, dan menafsirkan penelitian yang tersedia pada topik model mental dengan pertanyaan penelitian yang relevan. Pertanyaan penelitian yang disajikan dalam artikel review ini adalah faktor-faktor apakah yang mempengaruhi model mental pebelajar dalam mempelajari kimia, bagaimanakah trend kategori model mental yang digunakan pada pembelajaran kimia, serta bagaimanakah efektivitas pengukuran model mental dalam pembelajaran kimia. Model mental pebelajar satu dengan yang lainnya berbeda-beda berdasarkan beberapa faktor diantaranya pengetahuan awal, guru, sumber belajar, dan model pembelajaran. Perbedaan tersebut menjadikan model mental pebelajar dapat dikategorikan berdasarkan teori model mental yang sudah ada ataupun berdasarkan konsep yang akan diidentifikasi. Instrumen yang efektif digunakan untuk mengidentifikasi model mental pebelajar adalah tes diagnostik dan wawancara karena dapat menggambarkan model mental pebelajar secara menyeluruh. Penelitian ini menghasilkan kesimpulan mengenai pentingnya mengetahui model mental pebelajar dalam meningkatkan proses pembelajaran kimia. Perlu dilakukan perubahan pada berbagai aspek yang mempengaruhi untuk meningkatkan model mental.

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Section: Pendahuluanunclassified

Section: Cara Peneliti Mengidentifikasi Model Mentalunclassified

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A Systematic Literature Review: Model Mental pada Konsep-Konsep Kimia

Atikah,

Habiddin,

Nazriati

et al. 2023

JIPK

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“…Micro learning can reduce cost-efficiency on knowledge transfer in a project-based organization [7], improve intrinsic motivation [10]. However, a strong appreciation of short duration micro learning for mobile learning can compartmentalize knowledge entities and decline meaningful learning [11][12][13][14][15] for strong interconnected conceptual understanding. Meso learning will minimize such problems.…”

Section: Introductionmentioning

confidence: 99%

Developing a Problem-Solving Focused Presentation That Includes Student Worksheets and Video Segments

Bagus Nyoman Sudria,

Ayu Fanny Karisma Gupta,

Suja

et al. 2024

KSS

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This research and development aimed to create a PowerPoint (PPT) prototype that incorporates video segments to prove targeted hypotheses. Development of the product followed a modified Luther’s model with six stages: the concept of PPT actively engaging students through problem-based learning, designing student active learning via a worksheet-based PPT, especially with inductive reasoning, collecting materials, PPT assembly supported by hypothesis proving videos with about a five-minute duration, product testing, and the distributing product for online learning. This research and development successfully developed the desired PPT prototype (in the Indonesian language) with three PPT unit samples created on the topics of chemical learning of acid and base solutions. The PPT prototype followed the worksheet structure. It begins with listing background information, obtained from short introduction paragraphs, then questioning to arrive at the investigative questions, formulating hypotheses, designing proving hypotheses, collecting data, data analysis, and confirming the claimed hypothesis validity. The prototype had very good validity for most concerned learning aspects, according to content and media experts. It was also supported by appreciation from a chemistry teacher. Good product readability was implied from the completed worksheets done by secondary school student samples who had low, average, and good levels of prerequisite knowledge related to the scientific conceptions being taught. Keywords: power point, problem-based learning, video segments

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“…Mental models need to be understood by teachers. Mental models can be used to design appropriate learning strategies (Fratiwi et al 2020;Redhana et al 2020). Mental models are an important part of students' conceptual framework in learning chemical concepts at the molecular level (Supasorn, 2015).…”

Section: Introductionmentioning

confidence: 99%

Mental model of the influence of reactant properties on reaction rate

Rahayu,

Wiji,

Yuliani

et al. 2023

J. Pendidik. Kim

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Reaction rate is still considered difficult by students because it contains abstract concepts and mathematical equations, so students' mental models are not complete. To connect the three levels of representation in the process of addressing chemical problems, learning has to employ mental models as a whole. Therefore, this study aims to obtain students' mental models regarding the influence of reactants properties on reaction rates. This research uses a qualitative descriptive method with the Mental Model Diagnostic Test-Interview About Event (MMDT-IAE) instrument. Based on the research results, there are two types of mental models, namely Partial Understanding (PU) and Partial Understanding with Certain Misconceptions (PU/SM). The effect of surface area on reaction rate, students 1, 2, 3, 4, 6, and 7 answered correctly but could not connect the three levels of representation, while student 5 could not explain the relationship between effective collisions and reaction rate. The influence of structure on reaction rates, students 1, 2, 3, 4, and 7 can answer structure, reactivity and collision theory, while student 5 cannot explain collision theory. Students 1, 4, and 7 can answer all the probing questions but cannot connect the three levels to the influence of ionization energy on the reaction rate. The conclusion of this research is that students' mental models regarding the influence of reactant properties are not complete and there are students who experience misconceptions. The implications of this research are as a basis for teachers to design appropriate learning strategies.

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Students’ mental models in acid-base topic

Cited by 9 publications

References 13 publications

A Systematic Literature Review: Model Mental pada Konsep-Konsep Kimia

A Systematic Literature Review: Model Mental pada Konsep-Konsep Kimia

Developing a Problem-Solving Focused Presentation That Includes Student Worksheets and Video Segments

Mental model of the influence of reactant properties on reaction rate

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