2.png)
1.png)
1.png)
1.png)
1.png)
4.png)
.png)
1.png)
.png)
.png)
3.png)
1.png)
1.png)
Email this article Learning Cycle-6e and Cognitive Conflict Strategies: The Remedial Learning to Overcome Misconceptions
Abstract
The purposes of this study were to identify students' misconceptions on acid-base concepts; examine the effectiveness of the Learning Cycle-6E models and cognitive conflict strategies in overcoming students' misconceptions; measure the retention of students' understanding of the concept. A descriptive and pre-experimental design with one group pretest-posttest design was employed in the study. 30 secondary school students from a public school in the province of Nusa Tenggara Timur, Indonesia. A three-tier instrument was applied to reveal students’ misconceptions as well as their scientific understanding. A paired t-test stastical procedure was apllied to uncover the effectiveness of the Learning Cycle-6E and cognitive conflict strategies. The retention of students' conceptual retention was measured in 3 weeks after the intervention (the implementation of Learning Cycle-6E models and cognitive conflict strategies). Several students’ misconception in the topic of acid-base have been uncovered. Also, that Learning Cycle-6E and cognitive conflict strategies are powerful in reducing misconceptions is proven. This paper also highlights that retention of students scientific understanding was also in very good criteria
Keywords
Full Text:
PDFReferences
Amry, U. W., Rahayu, S., & Yahmin. (2017). Analisis Miskonsepsi Asam Basa pada Pembelajaran Konvensional dan Dual Situated Learning Model (DSLM). Jurnal Pendidikan, 2(3), 385–391. https://doi.org/10.17977/jptpp.v2i3.8636
Artdej, R., Ratanaroutai, T., Coll, R. K., & Thongpanchang, T. (2010). Thai Grade 11 students’ alternative conceptions for acid-base chemistry. Research in Science and Technological Education, 28(2), 167–183. https://doi.org/10.1080/02635141003748382
Barke, H. D., Hazari, A., & Yitbarek, S. (2008). Misconceptions in Chemistry: Addressing Perceptions in Chemical Education. Springer Berlin Heidelberg.
Bayrak, B. K. (2013). Using Two-Tier Test to Identify Primary Students’ Conceptual Understanding and Alternative Conceptions in Acid Base. Mevlana International Journal of Education, 3(2), 19–26. https://doi.org/10.13054/mije.13.21.3.2
Çetin, P. S., Kaya, E., & Geban, Ö. (2009). Facilitating Conceptual Change in Gases Concepts. Journal of Science Education and Technology, 18(2), 130–137. https://doi.org/10.1007/s10956-008-9138-y
Cetingul, P. I., & Geban, O. (2005). Understanding of Acid-Base Concept by Using Conceptual Change Approach. Hacettepe University Journal of Education, 29, 69–74.
Damanhuri, M. I. M., Treagust, D. F., Won, M., & Chandrasegaran, A. L. (2016). High school students’ understanding of acid-base concepts: An ongoing challenge for teachers. International Journal of Environmental and Science Education, 11(1), 9–27. https://doi.org/10.12973/ijese.2015.284a
Demircioǧlu, G., Ayas, A., & Demircioǧlu, H. (2005). Conceptual change achieved through a new teaching program on acids and bases. Chemistry Education Research and Practice, 6(1), 36–51. https://doi.org/10.1039/B4RP90003K
Dewi, F. C., Parlan, P., & Suryadharma, I. B. (2020). Development of four-tier diagnostic test for identifying misconception in chemical equilibrium. 020004. https://doi.org/10.1063/5.0000510
Durmuş, J., & Bayraktar, Ş. (2010). Effects of Conceptual Change Texts and Laboratory Experiments on Fourth Grade Students’ Understanding of Matter and Change Concepts. Journal of Science Education and Technology, 19(5), 498–504. https://doi.org/10.1007/s10956-010-9216-9
Effendy. (2002). UPAYA MENGATASI KESALAHAN KONSEP DALAM PEMBELAJARAN KIMIA DENGAN MENGGUNAKAN STRATEGI KONFLIK KOGNITIF. Jurusan Kimia FMIPA Universitas Negeri Malang (UM), 1–17. Retrieved from Jurusan Kimia FMIPA Universitas Negeri Malang (UM)
Embisa, A. A., & Fajaroh, F. (2019). and Effectiveness of Argument-Driven Inquiry Learning. 7(3), 103–110.
Garnett, P. J., Garnett, P. J., & Hackling, M. W. (1995). Students’ Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education, 25(1), 69–96. https://doi.org/10.1080/03057269508560050
Gegios, T., Salta, K., & Koinis, S. (2017). Investigating high-school chemical kinetics: the Greek chemistry textbook and students’ difficulties. Chemistry Education Research and Practice, 18(1), 151–168.
Habiddin, H., Ameliana, D. N., & Su’aidy, M. (2020). Development of a Four-Tier Instrument of Acid-Base properties of salt Solution. JCER (Journal of Chemistry Education Research), 4(1), 51–57. https://doi.org/10.26740/jcer.v4n1.p51-57
Habiddin, H., & Page, E. M. (2019). Development and validation of a four-tier diagnostic instrument for chemical kinetics (FTDICK). Indonesian Journal of Chemistry, 19(3), 720–736. https://doi.org/10.22146/ijc.39218
Hakim, A., Liliasari, & Kadarohman, A. (2012). Student Concept Understanding of Natural Products Chemistry in Primary and Secondary Metabolites Using the Data Collecting Technique of Modified CRI. International Online Journal of Educational Sciences.
Hameed, H., Hackling, M. W., & Garnett, P. J. (1993). Facilitating conceptual change in chemical equilibrium using a CAI strategy. International Journal of Science Education, 15(2), 221–230. https://doi.org/10.1080/0950069930150209
Hasan, S., Bagayoko, D., & Kelley, E. L. (1999). Misconceptions and the certainty of response index (CRI). Physics Education. https://doi.org/10.1088/0031-9120/34/5/304
Husniah, I., Habiddin, H., Sua’idy, M., & Nuryono, N. (2019). Validating an instrument to investigate students’ conception of Salt hydrolysis. Journal of Disruptive Learning Innovation (JODLI), 1(1), 1–6.
Kirik, O. T., & Boz, Y. (2012). Cooperative learning instruction for conceptual change in the concepts of chemical kinetics. Chemistry Education Research and Practice, 13(3), 221–236. https://doi.org/10.1039/c1rp90072b
Labobar, H., Setyosari, P., Degeng, I. N. S., & Dsna, W. (2017). The Effect of Cognitive Conflict Strategy to Chemical Conceptual Change. International Journal of Science and Research (IJSR), 6(4), 2350–2352. https://doi.org/10.21275/ART20172970
Lathifa, U. (2018). Correcting Students’ Misconception in Acid and Base Concept Using Pdeode Instruction Strategy. Unnes Science Education Journal, 7(2). https://doi.org/10.15294/usej.v7i2.23202
Madu, B. C., & Orji, E. (2015). Effects of Cognitive Conflict Instructional Strategy on Students’ Conceptual Change in Temperature and Heat. SAGE Open, 5(3). https://doi.org/10.1177/2158244015594662
Malone, K. L., Schunn, C. D., & Schuchardt, A. M. (2018). Improving Conceptual Understanding and Representation Skills Through Excel-Based Modeling. Journal of Science Education and Technology, 27(1), 30–44. https://doi.org/10.1007/s10956-017-9706-0
Maysara, M., & Habiddin, H. (2019). The Implementation of Reciprocal Teaching Model to Improve Students’ Achievement on Acid-Base Concepts. J-PEK (Jurnal Pembelajaran Kimia), 4(1), 14–17. https://doi.org/10.17977/um026v4i12019p014
Muchtar, Z. (2012). Analyzing of Students’ Misconceptions on Acid-Base Chemistry at Senior High Schools in Medan. Journal of Education and Practice, 3(15), 65–74. https://doi.org/10.1177/0146167211400423
Pan, H., & Henriques, L. (2015). Students’ Alternate Conceptions on Acids and Bases. School Science and Mathematics, 115(5), 237–243. https://doi.org/10.1111/ssm.12124
Rahayu, S., Chandrasegaran, A. L., Treagust, D. F., Kita, M., & Ibnu, S. (2011). Understanding acid-base concepts: Evaluating the efficacy of a senior high school student-centred instructional program in Indonesia. International Journal of Science and Mathematics Education, 9(6), 1439–1458. https://doi.org/10.1007/s10763-010-9272-x
Rohmah, R. S., Fariati, & Ibnu, S. (2020). Effect of conceptual change texts on physical inorganic chemistry students’ misconceptions of matter and its changes. AIP Conference Proceedings, 2215(1), 20020. https://doi.org/10.1063/5.0000492
Şendur, G., Toprak, M., & Pekmez, E. S. (2010). Analyzing of student’s misconceptions about chemical equilibrium. International Conference on New Trends in Education and Their Implications, 1–6.
Series, C. (2018). Cognitive conflict strategy to minimize students ’ misconception on the topic of addition of algebraic expression Cognitive conflict strategy to minimize students ’ misconception on the topic of addition of algebraic expression.
Sreenivasulu, B., & Subramaniam, R. (2013). University Students’ Understanding of Chemical Thermodynamics. International Journal of Science Education, 35(4), 601–635.
Sreenivasulu, B., & Subramaniam, R. (2014). Exploring Undergraduates’ Understanding of Transition Metals Chemistry with the use of Cognitive and Confidence Measures. Research in Science Education, 44(6), 801–828.
Suyono, S. (2020). Miskonsepsi Kimia, Sebuah Misteri. J-PEK (Jurnal Pembelajaran Kimia)Jurnal Pembelajaran Kimia, 5(1), 1–7. https://doi.org/http://dx.doi.org/10.17977/um026v5i12020p001
Yan, Y. K., & Subramaniam, R. (2018). Using a multi-tier diagnostic test to explore the nature of students’ alternative conceptions on reaction kinetics. Chemistry Education Research and Practice, 19(1). https://doi.org/10.1039/c7rp00143f
Yulianingtyas, E., Budiasih, E., & Marfuah, S. (2017). Pengaruh Penggunaan Jurnal Belajar Dalam Model Pembelajaran Learning Cycle 6E Terhadap Kesadaran Metakognitif Siswa Sman 8 Malang Pada Materi Redoks. 2(5), 724–730. Retrieved from http://journal.um.ac.id/index.php/jptpp/
DOI: http://dx.doi.org/10.17977/um048v26i1p29-38
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Jurnal Ilmu Pendidikan
This work is licensed under a Creative Commons Attribution 4.0 International License.
| Jurnal Ilmu Pendidikan |
Jurnal Ilmu Pendidikan is licensed under a Creative Commons Attribution 4.0 International License.