ANALYSIS OF STUDENTS MENTAL MODELS THROUGH POE (PREDICT OBSERVE EXPLAIN) METHOD IN SALT HYDROLISIS TOPIC


Kiswandari Kiswandari(1*), Achmad Ridwan(2)

(1) Universitas Negeri Jakarta, Indonesia
(2) Chemistry Education, Postgraduate Program, Faculty of Mathematics and Natural Sciences, Jakarta State University, Jl. Rawamangun Muka, RT.11 / RW.14, Rawamangun, Kec. Pulo Gadung, Kota Jakarta Timur, Daerah Khusus Ibukota Jakarta 13220, Indonesia
(*) Corresponding Author

Abstract


This study aimed to analyze students mental models in salt hydrolysis topic using POE method (Predict Observe Explain) to determine students understanding of salt hydrolysis topic. The research method used  descriptive qualitative approach. Data collection used diagnostic tests of mental models, observation, reflective journals and semi-structured interviews on samples of respondents of students class XI.  The result showed that 3.88% of respondents had a Specific Misconceptions (SM) mental model, 7.9% Partially Correct (PC) and 88.146% Scientifically Correct (SC). It can be concluded that the majority of respondents have scientifically correct mental models and show themes which appeared at each macroscopic, symbolic and microscopic.   


Keywords


mental model; POE; salt hydrolisis

Full Text:

PDF

References


Abd Halim, N. D., Ali, M. B., Yahaya, N., & Said, M. N. H. M. (2013). Mental Model in Learning Chemical Bonding: A Preliminary Study. Procedia-Social and Behavioral Sciences, 97, 224-228.

Buckley, B. C., & Boulter, C. J. (2000). Investigating The Role of Representations and Expressed Models in Building Mental Models. Developing Models in Science Education, 119-135. Springer, Dordrecht.

Chang, R. (2005). Kimia Dasar Konsep-Konsep Inti. Jakarta: Erlangga.

Chermack, T. J., Song, J. H., Nimon, K., Choi, M., & Korte, R. F. (2012). The Development and Assessment of An Instrument for Measuring Mental Model Styles in Korea. Learning and Performance Quarterly, 1(1), 1-20.

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.

Fazio, C., Battaglia, O. R., & Sperandeo-Mineo, R. M. (2017). Quantitative and Qualitative Analysis of The Mental Models Deployed by Undergraduate Students in Explaining Thermally Activated Phenomena. Scientia in educatione, 8.

Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Park: Sage Publication.

Harrison, A. G., & Treagust, D. F. (2000). Learning about Atoms, Molecules, and Chemical Bonds: A Case Study of Multiple‐model use in Grade 11 Chemistry. Science Education, 84(3), 352-381.

Johnstone, A. H. (1991). Why is Science Difficult to Learn? Things are Seldom what They Seem. Journal of Computer Assisted Learning, 7(2), 75-83.

Johnstone, A. H. (1993). The Development of Chemistry Teaching: A Changing Response to Shanging Demand. Journal of Chemical Education, 70(9), 701.

Murezhawati, E., Hairida & Melati, H.A. (2016). Peningkatan Keterampilan Proses Sains Siswa SMA dengan Model Pembelajaran Predict-Observe-Explain Materi Hidrolisis Garam. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 6(8).

Park, E. J., & Light, G. (2009). Identifying Atomic Structure as A Threshold Concept: Student Mental Models and Troublesomeness. International Journal of Science Education, 31(2), 233-258.

Sari, R. P., & Seprianto, S. (2018). Analisis Kemampuan Multipel Representasi Mahasiswa FKIP Kimia Universitas Samudra Semester II pada Materi Asam Basa dan Titrasi Asam Basa. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 6(1), 55-62.

Sugiyono (2012). Metode Penelitian Pendidikan. Bandung: Alfabeta.

Suja, I. W., & Nurlita, F. (2016). Persepsi dan Model Mental Mahasiswa Tahun Pertama Terhadap Pembelajaran Kimia Organik di SMA. In Seminar Nasional Riset Inovatif, 4.

Treagust, D. F., & Chandrasegaran, A. L. (2007). The Taiwan National Science Concept Learning Study in An International Perspective. International Journal of Science Education, 29(4), 391-403.

Treagust, D.F. (2016). Sources Of Student Difficulties In Learning Chemistry.

White, R. T., & Gunstone, R. F. (1992). Probing understanding. New York: The Falmer Press.




DOI: https://doi.org/10.15575/jtk.v5i1.5681

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 kiswandari kiswandari kiswandari

Journal  Tadris Kimiya Is Indexed By : 

Lisensi Creative Commons

Chemistry Education: Jurnal Tadris Kimiya licensed with Lisensi Internasional Creative Commons Attribution-ShareAlike 4.0 . Copyright is protected by law . p-ISSN: 2527-6816 | e-ISSN: 2527-9637