Undergraduate Students’ Misconception on Acid-Base and Argentometric Titrations: A Challenge to Implement Multiple Representation Learning Model With Cognitive Dissonance Strategy

Abstract

The study was conducted to map the misconception pattern of chemistry prospective teachers who learned acid-base and argentometric titration. Further, it attempts to minimize misconception through a multiple representation model of learning chemistry with cognitive dissonance strategy. The first treatment was done on acid-base titration and the second treatment on argentometric titration materials. The multiple choice test with open reasons was administered to 30 undergraduate students. The finding shows that 28.6% students have the same pattern of misconception while learning in both of the courses. After the treatment, misconception decreased to 9.5% on the first treatment, and 9.4% on the second treatment. The model was found to be suitable to decrease the misconception, but could not change the misconception into "zero misconception", especially for microscopic and symbolic representations.

Improving Chemistry Prospective Teacher’s Conceptual Understanding of Resonance Using Multiple Representation

“…The finding showed that misconception was hard to eliminate completely (zero misconception). This is in accordance to the previous research suggested that misconception cannot be removed at all, especially related to concepts involving submicroscopic and symbolic representations [26], whereas the characteristics of misconceptions are durable and firmly embedded in one's mind [27]. Although the misconceptions cannot be completely removed, it can be seen that the misconception in the experimental class (22.14%) is smaller than the control class (28.21%).…”

A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools

“…The Mole Concept (Siswaningsih et al, 2017) Acid-base and argentometric titration (Widarti et al, 2017) Redox titration (Widarti et al, 2016) Biology Osmosis and diffusion (AlHarbi et al, 2015) Plant transport (Vitharana, 2015) Antibiotic resistance (Stevens et al, 2017) A study that provides a critique of the use of two-tier tests was conducted by Gurel et al (2017) in the discipline of physics, especially for geometrical optics. They say that two-tier tests may provide an invalid alternative concept, but it is uncertain whether student errors are caused by misunderstandings or unnecessary words in the exam which prompts the question to be too long to read.…”

Dampak Process-Oriented Guided-Inquiry Learning (POGIL) terhadap Pengetahuan Metakognitif Siswa pada Topik Asam-Basa

“…Sejumlah kesulitan yang dialami siswa di antaranya kesulitan mengaitkan simbol H dan OH dengan sifat asam-basa; kurang memahami perbedaan asambasa lemah dan kuat; dan tidak mampu membedakan partikel ion dan senyawa dalam reaksi asam-basa (Damanhuri et al, 2016;Haudek et al, 2012). Miskonsepsi pada topik asam-basa diantaranya adalah tidak mempertimbangkan semua factor dalam menentukan kekuatan asam; titrasi asam-basa hanya melibatkan senyawa; dan pemahaman parsial pada teori-teori asam-basa (Sadhu et al, 2017;Tümay, 2016;Widarti et al, 2017).…”