Pre-service Chemistry Teachers’ Mental Model of Colligative Properties for Nonelectrolyte Solutions
DOI:
https://doi.org/10.22487/j24775185.2021.v10.i3.pp139-152Keywords:
Mental model, chemical representation, colligative propertiesAbstract
Mental models are representations that describe the understanding of the three levels of representation in chemistry, that is macroscopic, sub-microscopic, and symbolic. This study aims to obtain a general description of the mental model of pre-service chemistry teachers in the colligative properties of non-electrolyte solutions. The study was a descriptive research with 22 second-year FIP Chemistry Education students from Pelita Harapan University Tangerang. Data collection was carried out with research instruments in the form of diagnostic tests. The results of the study state that the average percentage level of representation is 67 % macroscopic level, 31% sub-microscopic level, and 72 % symbolic level. The results of this study indicate that students' understanding at the macroscopic and sub-microscopic level of the colligative properties of non-electrolyte solutions was low compared to chemical representations at a symbolic level. Meanwhile, the categories of mental models possessed by pre-service chemistry teachers in the topic of non-electrolyte colligative properties vary for each level of chemical representation. Based on the percentage at each level of representation, the mental model of chemistry teacher candidates with a symbolic model category is higher than the scientific model. The low mental model of the scientific model contributed to the understanding of the pre-service chemistry teachers that the concept of chemistry is not intact scientifically.
References
Aini, F. Q., Fitriza, Z., Gazali F., Mawardi., & Priscylio, G. (2019). Perkembangan model mental mahasiswa pada penggunaan bahan ajar kesetimbangan kimia berbasis inkuiri terbimbing. Jurnal Eksakta Pendidikan (JEP), 3(1), 40-46.
Akaygun, S. (2016). Is the oxygen atom static or dynamic? the effect of generating animations on students’ mental models of atomic structure. Chemistry Education Research and Practice, 17(4), 788–807.
Albaiti., Liliasari., & Sumarna, O. (2016). The study of mental model on n-hexane-methanol binary system (the validation of physical chemistry practicum procedure). Jurnal Pendidikan IPA Indonesia (JPI), 5(1), 6–13.
Andriani, D., Rudibyani, R. B., & Sofya, E. (2017). Pembelajaran discovery learning untuk meningkatkan kemampuan metakognisi dan penguasaan konsep siswa. Jurnal Pendidikan Dan Pembelajaran Kimia (JPPK), 6(2), 308–320.
Arikunto, S. (2009). Dasar evaluasi pendidikan. Jakarta: Bumi Aksara.
Bongers, A., Northoff, G., & Flynn, A. B. (2019). Working with mental models to learn and visualize a new reaction mechanism. Chemistry Education Research and Practice, 20(3), 554–569.
Bunce, D. M., Gabel, D. L., & Samuel, J. V. (1991). Enhancing chemistry problem‐solving achievement using problem categorization. Journal of Research in Science Teaching, 28(6), 505–521.
Chittleborough, G. D. (2004). The role of teaching models and chemical representation in developing studdents’ mental models of chemical phenomena. Unpublished Dissertation. Perth: Curtin University of Technology.
Coll, R. K. (2008). Chemistry learners’ preferred mental models for chemical bonding. Journal of Turkish Science Education, 5(1), 22–47.
Darmiyanti, Waskitarini, Rahmawati, Y., Kurniadewi, F., & Ridwan, A. (2017). Analisis model mental siswa dalam penerapan model pembelajaran learning cycle 8E pada materi hidrolisis garam. Jurnal Riset Pendidikan Kimia (JRPK), 7(1), 38–51.
Devetak, I., Urbančič, M., Grm, K. S. W., Krnel, D., & Glažar, S. A. (2004). Submicroscopic representations as a tool for evaluating students’ chemical conceptions. Acta Chimica Slovenica, 51(4), 799–814.
Didiş, N., EryIlmaz, A., & Erkoç, Ş. (2014). Investigating students’ mental models about the quantization of light, energy, and angular momentum. Physical Review Special Topics - Physics Education Research, 10(2), 1–28.
Eky, V. E. C. I., Tika, N., & Muderawan, I. W. (2018). Analisis model mental siswa dalam penggunaan unit kegiatan belajar mandiri tentang hidrokarbon. Jurnal Pendidikan Kimia Undiksha, 2(1), 15-21.
Gentner, D. (2002). Mental models, psychology of. in Smelser N. J. & Bates P. B. (Ed.). in International encyclopedia of the social and behavioral sciences (pp. 9683–9687) Amsterdam, Netherlands: Elsevier Science.
Gilbert, J. K. (2004). Models and modelling: Routes to more authentic science education. International Journal of Science Education. 2, 115–130
Handayanti, Y., Setiabudi, A., & Nahadi. (2015). Analisis profil model mental siswa SMA pada materi laju reaksi. Jurnal Penelitian dan Pembelajaran IPA (JPPI), 1(1), 107–122.
Hill, J. W., & Petrucci, R. H. (2002). General chemistry: an integrated approach, 3rd edition. New Jersey: Prentice Hall, Inc.
Jansoon, N., Cooll, R. K., & Somsook, E. (2009). Understanding mental models of dilution in thai students. international journal of environmental & science education. International Journal of Environmental and Science Education, 4(2), 147–168.
Johnstone, A. H. (2009). Multiple representations in chemical education. International Journal of Science Education, 31(16), 2271–2273.
Körhasan, N. D., & Wang, L. (2016). Students’ mental models of atomic spectra. Chemistry Education Research and Practice, 17(4), 743–755.
Levine, I. N. (1995) Physical chemistry. 4th edition, New York: McGraw-Hill, Inc.
Lin, J. W., & Chiu, M. H. (2007). Exploring the characteristics and diverse sources of students’ mental models of acids and bases. International Journal of Science Education, 29(6), 771–803.
Lin, J. W., & Chiu, M. H. (2010). The mismatch between students’ mental models of acids/bases and their sources and their teacher’s anticipations thereof. International Journal of Science Education, 32(12), 1617–1646.
McClary, L., & Talanquer, V. (2011). College chemistry students’ mental models of acids and acid strength. Journal of Research in Science Teaching, 48(4), 396–413.
Rahmi, C., Wiji., & Mulyani, S. (2020). Model mental miskonsepsi pada konsep kesetimbangan kelarutan. Lantanida Journal 8(1), 64-72.
Ridwan, A., Rachmawati, Y., Wilandari, D. N., Andina, R. E., Alamsyah, M., & Istianah. (2017). Mental model dan miskonsepsi siswa dalam pembelajaran kimia. Jakarta: LPPM Universitas Negeri Jakarta.
Schwedler, S., & Kaldewey, M. (2020). Linking the submicroscopic and symbolic level in physical chemistry: how voluntary simulation-based learning activities foster first-year university students’ conceptual understanding. Chemistry Education Research and Practice, 21(4), 1132–1147.
Seel, N. M. (2006). Mental models in learning situations. Advances in Psychology 138, 85–107.
Silberberg, M. M. (2007). Principles of general chemistry. Pennsylvania: McGraw-Hill Higher Education.
Sukmadinata, N. S. (2007). Metode penelitian pendidikan. Bandung: Remaja Rosda Karya.
Supriadi., Ibnu S., & Yahmin. (2018). Analisis model mental mahasiswa pendidikan kimia dalam memahami berbagai jenis reaksi kimia. Jurnal Pijar MIPA, 13(1), 1-5.
Taber, K. S. (2013). Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education. Chemistry Education Research and Practice, 14(2), 156–168.
Wiji, W., & Mulyani, S. (2018). Student’s mental model, misconceptions, troublesome knowledge, and threshold concept on thermochemistry with DToM-POE. Journal of Physics: Conference Series, 1013, 1-5.
Wright, L. C., & Oliver-Hoyo, M. T. (2020). Student assumptions and mental models encountered in ir spectroscopy instruction. Chemistry Education Research and Practice, 21(1), 426–437.
Yoni, A. A. S., Suja, I. W., & Karyasa, I. W. (2019). Profil model mental siswa sma kelas X tentang konsep-konsep dasar kimia pada kurikulum sains SMP. Jurnal Pendidikan Kimia Indonesia, 2(2), 64-69.
Zarkadis, N., Papageorgiou, G., & Stamovlasis, D. (2017). Studying the consistency between and within the student mental models for atomic structure. Chemistry Education Research and Practice, 18(4), 893–902.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Kelly Sinaga, Debora, Friska
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
