Examining Student Conception of Reaction Rate Through Three-Tier Multi-Representation Assessments
DOI:
https://doi.org/10.22487/j24775185.2023.v12.i3.pp199-204Keywords:
Conception category, diagnostic three-tier, macroscopic, microscopic, symbolic, reaction ratesAbstract
This study aims to analyze students' conceptions of reaction rate topics using the three-tier multi-representation test. Based on the characteristics of reaction rates concepts that involve the understanding of multiple representations, it is essential to analyze student conceptions that include multiple representations, namely macroscopic, microscopic, and symbolic. A three-tier diagnostic test can be done to assess students' conceptions, with the questions given in the first tier presented with macroscopic, microscopic, or symbolic representations according to the characteristics of the concept in question. This research uses a descriptive quantitative method conducted at Madrasah Aliyah Negeri 2 in Palu City, Central Sulawesi. The subjects of this study were 50 students consisting of 28 female students and 22 male students. It was determined by random sampling technique. Instrumentation used a three-tier representation test with 15 multiple-choice questions. Validation of instruments showed that the questions were feasible and fell into the high category. The findings reveal that only 29 % of students know the concept, categorized as low. Additionally, 40 % of students were identified as having misconceptions, placing them within the medium category, while 31 % of students exhibited not knowing the concept, also classified in the medium category. Symbolic representation emerged as the most challenging representation for students, with 35 % failing to comprehend it, categorized as medium. Furthermore, among students with misconceptions, symbolic and macroscopic representations were the most problematic, collectively accounting for 34 %, also classified as medium. These results underscore the need for targeted instructional strategies to address specific areas of difficulty and improve overall conceptual understanding.
References
Andraini, M. R., Rohiat, S., & Elvia, R. (2021). Analisis kemampuan berpikir kritis siswa pada materi reaksi reduksi oksidasi (redoks) di MAN 1 Kota Bengkulu. Alotrop, 5(1), 35–41.
Astuti, F., Redjeki, T., & Nurhayati, N. D. (2016). Identifikasi miskonsepsi dan penyebabnya pada siswa kelas XI MIA SMA Negeri 1 Sukoharjo tahun pelajaran 2015/2016 pada materi pokok stoikiometri. Jurnal Pendidikan Kimia, 5(2), 10–17.
Auliyani, A., Hanum, L., & Khaldun, I. (2017). Analisis kesulitan pemahaman siswa pada materi sifat koligatif larutan dengan menggunakan three-tier multiple choice diagnostic test di kelas XII IPA 2 SMA Negeri 5 Banda Aceh. Jurnal Ilmiah Mahasiswa Pendidikan Kimia, 2(1), 55–64.
A’yun, Q., Harjito, H., & Nuswowati, M. (2018). Analisis miskonsepsi siswa menggunakan tes diagnostic multiple choice berbantuan CRI (certainty of response index). Jurnal Inovasi Pendidikan Kimia, 12(1), 2108–2117.
Cai, S., Liu, C., Liu, C., Wang, T., Liu, E., & Liang, J. C. (2021). Effects of learning physics using Augmented reality on students’ self‐efficacy and conceptions of learning. British Journal of Educational Technology, 52(1), 235–251.
Darmiyanti, W., Rahmawati, Y., Kurniadewi, F., & Ridwan, A. (2017). Analisis model mental siswa dalam penerapan model pembelajaran learning cycle 8e pada materi hidrolisis garam. JRPK: Jurnal Riset Pendidikan Kimia, 7(1), 38–51.
Desyana, V. (2014). Analisis kemampuan multipel representasi siswa SMP Negeri di Kota Pontianak pada materi klasifikasi benda. Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK), 3(11), 1-13.
Faizah, K. (2016). Miskonsepsi dalam pembelajaran IPA. Jurnal Darussalam: Jurnal Pendidikan, Komunikasi dan Pemikiran Hukum Islam, 8(1), 115–128.
Hasyim, H., Dale, P., Groneberg, D. A., Kuch, U., & Muller, R. (2019). Social determinants of malaria in an endemic area of Indonesia. Malaria Journal, 19(134), 2-11.
Herunata, H., Octavia, I. M., Wijaya, H. W., & Parlan, P. (2023). Correlational analysis of conceptual understanding, chemical representation, and representational competence on acid-base. AIP Conference Proceedings (pp 1-7). USA: AIP Publishing.
Kurniawati, F. N. A. (2022). Meninjau permasalahan rendahnya kualitas pendidikan di Indonesia dan solusi. AoEJ: Academy of Education Journal, 13(1), 1–13.
Laksono, P. J. (2020). Pengembangan three tier multiple choice test pada materi kesetimbangan kimia mata kuliah kimia dasar lanjut. Orbital: Jurnal Pendidikan Kimia, 4(1), 44–63.
Li, W. S. S., & Arshad, M. Y. (2014). Application of multiple representation levels in redox reactions among tenth grade chemistry teachers. Journal of Turkish Science Education, 11(3), 35–52.
Magfirah, M. (2019). Analisis kesalahan siswa dalam memahami pengaruh ion senama terhadap kelarutan. Jurnal Kreatif Online, 7(4), 112-118.
Nahadi, Firman, H., & Farina, J. (2015). Effect of feedback in formative assessment on the student learning activities in chemical courses on the formation of habits of mind. Jurnal Pendidikan IPA Indonesia, 4(1), 36–42.
Nastiti, R. D., Fadiawati, N., Kadaritna, N., & Diawati, C. (2012). Development module of reaction rate based on multiple representations. Jurnal Pendidikan dan Pembelajaran Kimia, 1(2), 1-15.
Pemerintah Indonesia. (2003). UU No. 20 Tahun 2003. Retrieved 20 Juni 2023, form Database Peraturan JDIH BPK Website: https://peraturan.bpk.go.id/Home/Details/43920/uu-no-20-tahun-2003.
Pikoli, M., Sukertini, K., & Isa, I. (2022). Analisis model mental siswa dalam mentransformasikan konsep laju reaksi melalui multipel representasi. Jambura Journal of Educational Chemistry, 4(1), 8–12.
Qodriyah, N., Rokhim, D. A., Widarti, H. R., & Habiddin, H. (2020). Identifikasi miskonsepsi siswa kelas XI SMA Negeri 4 Malang pada materi hidrokarbon menggunakan instrumen diagnostik three tier. Jurnal Inovasi Pendidikan Kimia, 14(2), 2642–2651.
Rahmawati, Y., Hartanto, O., Falani, I., & Iriyadi, D. (2022). Students’ conceptual understanding in chemistry learning using PhET interactive simulations. Journal of Technology and Science Education, 12(2), 303-326.
Reina, M., This, H., & Reina, A. (2022). Improving the understanding of chemistry by using the right words: a clear - cut strategy to avoid misconceptions when talking about elements, atoms, and molecules. Journal of Chemical Education, 99(8), 2999–3006.
Safitri, N. C., Nursaadah, E., & Wijayanti, I. E. (2019). Analisis multipel representasi kimia siswa pada konsep laju reaksi. EduChemia (Jurnal Kimia dan Pendidikan), 4(1), 1-12.
Sari, C. W., & Helsy, W. (2018). Analisis kemampuan tiga level representasi siswa pada konsep asam-basa menggunakan kerangka DAC (definition, algorithmic, conceptual). JTK: Jurnal Tadris Kimiya, 3(2), 158–170.
Siswaningsih, W., Nahadi., & Widasmara, R. (2019). Development of three tier multiple choice diagnostic test to assess students’ misconception of chemical equilibrium. Journal of Physics: Conference Series (pp 1-5). USA: Purpose-Led Publishing.
Stojanovska, M., Petruševski, V. M., & Šoptrajanov, B. (2014). Study of the use of the three levels of thinking and representation. CONTRIBUTIONS, Section of Naatural, Mathematical and Biotechnical Sciences, MASA, 35(1), 37–46.
Suparwati, N. M A. (2022). Analisis reduksi miskonsepsi kimia dengan pendekatan multi level representasi: Systematic literature review. Jurnal Pendidikan MIPA, 12(2), 341–348.
Suyono, S. (2020). Miskonsepsi kimia, sebuah misteri. J-PEK: Jurnal Pembelajaran Kimia, 5(1), 1–7.
Tanjung, A., Yetti, S., Frinaldi, A., & Syamsir. (2023). Implementasi kebijakan pendidikan terhadap kebijakan publik. JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah, 8(2), 545–551.
Upahi, J. E., & Ramnarain, U. (2019). Representations of chemical phenomena in secondary school chemistry textbooks. Chemistry Education Research and Practice, 20(1), 146–159.
Widyaningrum, F. A., Maryani, I., & Vehachart, R. (2022). A literature study on science learning media in elementary school article history. International Journal of Learning Reformation in Elementary Education, 1(01), 1–11.
Yunitasari, I. (2019). Analisis miskonsepsi asam basa pada lintas jenjang pendidikan menggunakan tes diagnostik berbasis multipel representasi. Unpublished undergraduate’ thesis. Malang: Universitas Negeri Malang.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Magfirah, Chatifah Alimuddin, Tri Santoso, Afadil, Dewi Satria Ahmar, Sitti Rahmawati
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
