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The concept of chemical equilibrium is fundamental for students to understand. This concept becomes a prerequisite knowledge for many of Chemistry topics such as acid and base, hydrolysis, buffer and solubility. The characteristics of chemical equilibrium topic that have abstract concept are difficult to understand. It drives students to misconcept...
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... According to Prayunisa and Mahariyanti [6], the difficulties experienced by students in learning chemistry are in understanding chemical concepts; students easily give up and despair in solving chemistry problems, and students are unable to formulate and carry out solving strategies. This is in line with the results of existing research that: i) students often experience misconceptions in learning chemistry [6][7][8][9]; ii) abstract chemical concepts [6,10]; and iii) chemistry learning is still teacher-centered so that students are passive and their abilities do not develop [6,11,12]. ...
The aim of the current research is to develop the Mobile Learning Network for Science application with Augmented Reality (MLNFS-AR) application on the topic of atomic structure and chemical equilibrium. The study was conducted in four public schools in Jakarta, Indonesia. The Borg and Gall development cycle was adopted in this study, including preliminary research, planning and developing learning media, and validation, evaluation, and revision. Regarding the assessment results from media experts, the mobile learning application was declared very feasible with a percentage of 91.7% for the topic of atomic structure and 87.2% for the topic of chemical equilibrium. The results of the material and language feasibility assessments were 81.6% for the topic of atomic structure and 82.3% for the topic of chemical equilibrium. The results of the media assessments for students were 92.9% for the topic of atomic structure and 89.9% for the topic of chemical equilibrium. The results of the media assessment by chemistry teachers were 97.1% for the topic of atomic structure and 94.7% for the topic of chemical equilibrium. Overall, this mobile learning medium is categorized as very feasible to use as a learning support medium. In addition, the MLNFS-AR app is effective in improving student literacy and numeracy. In sum, the mobile learning app, MLNFS-AR, can be used as a flexible learning medium, can be used anytime and anywhere, and makes it easier for students to learn chemistry.
... Prior to the commencement of formal education, students already possess their own preliminary comprehension and perception of various natural phenomena (Yamtinah et al., 2019). This understanding is acquired through their interactions with nature, people, and the sources they have read. ...
Newton's law is an important topic and a key concept that students need to understand to proceed to the next step of physics learning, but students can have wrong conceptions in learning, knowing students' conceptions of newton's law is important for teachers. This study aimed to identify students' prior knowledge and conceptual changes in Newton's Laws using the Predict-Observe-Explain (POE) strategy. This case study used a qualitative approach involving observation, document analysis, and interview. This qualitative method allows one to understand the phenomenon under study by directly examining the context and experiences involved. Profile of student prior knowledge categorized as student has Scientific Conception, Lack of Knowledge, Misconceptions, and has No Conception at all. The conceptual change level is categorized into Construction, Revision, Static, and Disorientation. Complementation Participants in this study consisted of 15 respondents with four students. The analysis reveals that a significant percentage 40% of respondents entered the study with misconceptions about Newton's law. A substantial percentage 53.33% of respondents demonstrated a lack of knowledge as their prior understanding. The pattern of conceptual changes shows that almost all students have experienced an increase in their conception of the third law of Newton's motion. This can be seen from the changes that occur a lot at the revision level even with some changes at the static level. Hence, POE probing as an understanding strategy can be used to identify the student's initial knowledge and conceptual changes.
... This study aims to design AR learning media based on tetrahedral chemical representations and examine their impact on student learning outcomes. The topic of chemical equilibrium was chosen in this implementation because it has many abstract concepts and is considered difficult by students (Ganaras et al., 2008;Yamtinah et al., 2019). This research is expected to be a reference for researchers and chemistry teachers to use AR media based on tetrahedral chemical representation on similar or other chemical topics. ...
... In learning chemistry, many students still have misconceptions about chemical representations (Gudyanga & Madambi, 2014;Satriana et al., 2018;Yamtinah et al., 2019). Several learning media have been combined with chemical representation to make it easier for students to understand (Pradani et al., 2020;Widarti et al., 2021). ...
The implementation of technology in the era of Society 5.0 runs massively in the world of education. One of them is in the form of augmented reality (AR) learning media. AR technology that can visualize abstract chemical topics in line with the concept of tetrahedral chemical representation. Therefore, this study aims to design and test the effectiveness of AR learning media based on tetrahedral chemical representation. This study used research and development methods with ADDIE (analysis, design, development, implementation, and evaluation) model. The topic of chemical equilibrium chemistry was chosen in this study to develop AR media. This research was conducted in three representative schools in Surakarta, Central Java, Indonesia. A total of 168 students from three representative schools (66 male and 102 female) participated as subjects in the Implementation stage. In addition, a multiple-choice instrument with 24 parallel questions on the pre- and post-test was used to determine the effect of the developed media on the experimental and control classes. The results showed that the design of AR learning media based on tetrahedral chemical representations was successfully developed and proved effective in improving learning outcomes. Student response sheets are given after using the media to find user experience regarding the strength and weaknesses of AR media.
... Misconceptions or alternative conceptions in chemistry can be identified using conceptual inventory for certain topics, such as the chemical concept inventory developed by Mulford & Robinson (2002), diagnostic test by (Halim et al., 2020;Milenković et al., 2016) , twotiered multiple-choice diagnostic test by (Laliyo et al., 2019;Loh et al., 2014;Yamtinah et al., 2019). One of the most popular tools for determining conceptual learning level and misunderstandings has been diagnostic tests (Odom & Barrow, 1995;Tan, Goh, Chia, & Treagust, 2002;Treagust, 1988). ...
Alternative conceptions or misconceptions is believed as the main barrier for most students who learn chemistry. Students who hold alternative conceptions will struggle to understand the advanced concepts. Therefore, identifying those alternative conceptions is important. In this study a diagnostic test was designed and developed to identify students’ alternative conceptions about intermolecular forces (IMFs). The diagnostic test developed in this study consist of 19 multiple choice questions with open reason. The test was administered to 88 university students who learn chemistry. Data collected were analyzed using SPSS. The validity and the reliability of the test were 0.526 and 0.878 respectively. The result indicates that the test is valid and reliable. The mean difficulty value and discriminatory index are 0.623 and 0.45 respectively. The findings of the item analysis showed that the test is in moderate difficulty and the discriminatory of the test is in good category. Meanwhile, the average distractor effectivity for the diagnostic test is 3 options (out of 4 options), which means the distractors are in good category and well function. Those findings indicate that the two-tier diagnostics test could be used to identify students’ alternative conceptions and understanding about IMFs.
... However, many students still experience difficulty understanding chemistry material because of the abstract nature of the science, which makes it difficult to understand . Teachers feel challenged to teach abstract chemistry concepts to minimize misconceptions (Yamtinah et al., 2019). The rate of reaction is one of the many misunderstandings about chemicals. ...
In Era 4.0, the development of media and learning processes, such as using Instagram as a learning media, is required to make learning more meaningful. This is due to the fact that Instagram is a prominent social media network with over 400 million members. Learning models that can accommodate the skills required in the twenty-first century must be used to make learning more relevant. The discovery learning model is one of them. As a result, this study aims to evaluate the effect of using Instagram learning media on student learning outcomes using the discovery learning model on reaction rate material. A quasi-experimental design was used in this study, with an experimental class of 36 students and a control class of 36 students. This study employed ten multiple-choice questions in the pre-test and post-test to measure student learning outcomes. The N-Gain and Wilcoxon tests were then performed. The study findings demonstrate that employing Instagram learning media using the discovery learning model influences increasing student learning outcomes.
... Acid-base is one of the concepts discussed in chemistry. Before learning acid-base, students should understand the prerequisite concepts, such as stoichiometry, solution, and concentration, reaction rate, as well as equilibrium (1)(2)(3). Acid-base is an essential fundamental concept in chemistry (4). The acid-base concept consists of acid-base subconcept, acid-base according to Arrhenius, acid-base according to Bronsted-Lowry, acid-base according to Lewis, acid-base strength, acid-base reaction, and acid-base pH. ...
... Misconception affects students' conceptual understanding since it hampers the association between the new and the existing knowledge; thus, it hinders the learning process (3,36). Consequently, the misconception should be accurately analyzed to know the correct learning to improve it. ...
Acid-base concept learning requires multiple representation understanding and connecting of each chemical representation. This research aimed to describe the acid-base misconception using a diagnostic test based on multiple representations in different level students at the university. The research method used was descriptive quantitative. The research subjects were 42 students of the 2nd Semester and 56 students of the 4th Semester. The misconception analysis using modified CRI and semi-structured interview. A modified CRI is a three-tier diagnostic test consisting of multiple choices, open-ended reasons, and trust level (suitable for Indonesian students who lack confidence in answering the question). The diagnostic test had a validity of 0.197-0.798, and reliability of 0.753-0.626. The research results showed that the average acid-base misconception percentage from the 2nd Semester and 4th Semester was 47.62% and 41.07%, respectively. 2nd Semester student misconceptions were mostly on acid-base pH sub-concept, while 4th Semester students were mostly on acid-base strength sub-concept. Besides, students also frequently have a misconception of the question relating to the sub-microscopic representation. The implication of this research is to analyze misconceptions appropriately so that further misconceptions can be reduced by implementing good and appropriate learning.
... These intervals and categories are an original proposal, based on the different attributes measured in each concept and have also been validated by another three professors and researchers. However, these intervals are consistent with the misconception levels reported in studies focused on students (Mustari et al., 2020;Yamtinah et al., 2019;Irfandi et al., 2022) and future teachers (Pasaribu et al., 2023). ...
This study explores the conceptual understanding of electromagnetism among physics professors at the Aeronautical University in Querétaro, Mexico. While student misconceptions in electromagnetism have been extensively studied, research on professors' understanding and its potential impact remains limited (Pardhan & Bano, 2001). This research aims to address this gap by focusing on the core concepts of electrostatic force, electric field, and electric potential. Eight professors participated in the study. Their academic background, electromagnetism course history, and teaching experience were documented. A three-tier diagnostic test, based on Vergnaud's theory of conceptual fields, was then used to assess their conceptualisation of these concepts and their interrelationships. The analysis revealed that only one professor consistently demonstrated correct understanding across all three concepts. Interestingly, this professor was also the one with the most extensive teaching experience in the subject. The results suggest a potential connection between teaching experience and a deeper conceptual understanding of electromagnetism. Further research is needed to explore this connection and its implications for mitigating student misconceptions through effective teaching practices.
... Contextualisation of the learning process that aligns with the assessment can be done with technology. In addition, it makes it easier for classroom teachers to carry out the process of assessing students' knowledge and skills (Fahmina et al., 2019;Yamtinah et al., 2021;Yamtinah, Indriyanti, et al., 2019). Other advantages of technology-based assessment are that it can automatically provide diagnostic information from students' knowledge and skills, can determine the quality of items, and is more efficient because it can be used many times (Griffin & Care, 2015;Kapsalis, 2009;Khlaisang & Koraneekij, 2019). ...
Measuring students’ conceptual understanding is a challenge for teachers. Teachers usually use open-ended instruments to measure students’ conceptual understanding in depth. However, this instrument is considered highly subjective in the assessment and requires a relatively long time to check the answers. Computerised Testlet instruments developed by combining the advantages of open-ended and closed-ended instruments are deemed the solution to these problems. This study, therefore, aims to analyse the quality of the Computerised Testlet instrument psychometrically. The Rasch analysis model with Winsteps software was used in this study. A total of 10 Testlet items with three supporting questions were developed on the topic of stoichiometry. A total of 413 students (N = 413: 236 female, 177 male) from three different schools took tests on stoichiometry using the Testlet instrument, which was provided through a web developed previously (computerised). Rasch analysis model helped psychometric analysis regarding reliability, linear validity of students’ knowledge, and difficulty of items. This study reveals that Computerised Testlet able to identify students’ thinking processes. Besides, the psychometric analysis results showed that using Testlet to measure conceptual knowledge had good unidimensionality and reliability; it could be used to measure stoichiometric conceptual knowledge. Some questions needed to be revised as they proved unable to distinguish between high and low students’ conceptual knowledge; in general, the instrument could be used and provided a good function in analysing conceptual knowledge on the topic of stoichiometry.
... Hal ini menunjukkan bahwa siswa mengalami miskonsepsi karena beranggapan perubahan volume mempengaruhi perubahan nilai konstanta kesetimbangan. Miskonsepsi seperti ini juga pernah ditemukan pada penelitian yang dilakukan oleh Yamtinah et al. (2019). ...
Miskonsepsi merupakan masalah besar yang telah menjadi pusat perhatian bagi para pendidik dan peneliti pendidikan pada mata pelajaran ilmu pengetahuan alam, khususnya kimia. Salah satu materi dalam kimia yang dianggap siswa cukup sulit sehingga tinggi kemungkinannya untuk terjadi miskonsepsi adalah materi kesetimbangan kimia. Miskonsepsi pada siswa perlu diidentifikasi dengan cepat supaya dapat segera ditangani sehingga tidak menganggu pembelajaran selanjutnya. Penelitian ini bertujuan untuk mengidentifikasi miskonsepsi siswa pada materi kesetimbangan kimia menggunakan tes three tier berbasis web. Metode penelitian yang digunakan adalah deskriptif kuantitatif. Responden pada penelitian ini adalah 178 siswa SMA kelas 11. Hasil dari penelitian ini menunjukkan persentase rata-rata miskonsepsi yang dialami siswa pada setiap konsep dalam materi kesetimbangan kimia berkisar antara 43,91-62,06%. Siswa mengalami miskonsepsi pada konsep kesetimbangan kimia, konsep tetapan kesetimbangan kimia, dan konsep Prinsip Le-Chatelier. Selain itu, penelitian ini juga menunjukkan bahwa tes three tier berbasis web dapat mengefisienkan waktu dalam mengolah data dan identifikasi miskonsepsi. Abstract Misconceptions are big problem that become center of attention for teachers and education researchers of natural sciences, especially chemistry.One of concept in chemistry that students consider difficult enough and high to occur misconceptions is chemical equilibrium. Misconceptions in students need to be identified quickly in order it can be repaired immediately so not disturb further learning. This study aims to identify student misconceptions on chemical equilibrium using web-based three-tier tests. The research method used is descriptive quantitative. The respondents of this study are 178 11 th grade senior high school students. The results of this study showed the average percentage of student misconceptions in chemical equilibrium ranged from 43.91%-62.06%. Students misconceptions on the concept of chemical equilibrium, the concept of chemical equilibrium, and the concept of the Le-Chatelier Principle. In addition, the study also showed that web-based three-tier tests can streamline time on processing data and identifying misconceptions
... Teaching abstract chemistry concepts is challenging for chemistry teachers (Abdinejad, et al., 2020;Crandall, et al., 2015;Yamtinah, et al., 2019). In addition, many students and even university students find chemistry difficult and complex (Herga, et al., 2016;Woldeamanuel, et al., 2014). ...
21st-century learning presents chemistry teachers with new challenges in teaching abstract chemistry concepts with various technologies that continue to develop. One of the media that can visualize abstract chemical concepts is Augmented Reality (AR). AR media developed in chemistry learning needs to be valid so that it can be used properly. Therefore, this study aims to examine the validity of the Android-based AR media developed. Four education practitioners carried out the validation as experts, and 13 students participated as respondents. The instrument used is a questionnaire with a Likert scale. The data obtained were analyzed quantitatively with the Rasch model using the facet software. The results of the analysis show that the Exact Agreements are 41.10%, and the Expected Agreements are 42.20%. The most challenging aspect to achieve is media design, while profit is the most easily agreed-upon aspect. Based on this assessment, in the development of augmented reality media, it is necessary to pay attention to display aspects and 3D objects suitable for viewing a material so that it is easier for users to understand the material.
