Student’s Mental Model using Four-Tier Diagnostic Test on Acid Base
Abstract
The purpose of this study was to describe the mental model of students on acid-base material class XI phase F. The type of research used is descriptive research with a quantitative approach. The research population was students of class XI phase F, and the research sample taken was 31 students of XI F9 at SMAN 2 Payakumbuh with the sampling technique using purposive sampling technique. The data collection technique was carried out in two stages, namely the test stage and the interview stage. This test stage uses a four-tier diagnostic test instrument with the application of three levels of chemical representation. Then for the interview stage is carried out to obtain data and reconfirm the results of the diagnostic tests that have been carried out. The findings of this study detected that students have varied mental models. There are 41.1% have a mental model of synthesis-partial understanding B; 19.6% synthesis-partial understanding A; 15% initial model; 12.5% scientific model and 11.8% synthesis- misconception. This is supported by the persentation agreement of the interview result with the diagnostic test.
Downloads
References
Chittleborough, G. D. (2004). The Role of Teaching Models and Chemical Representations in Developing Students ’Mental Models of Chemical Phenomena. Curtin University of Technology, May, 1–494.
Devi, N. A., & Azra, F. (2023). Pengembangan Instrumen Tes Diagnostik Untuk Melihat Gambaran Model Mental Peserta Didik Pada Materi Asam Basa. Entalpi Pendidikan Kimia, 16–26. https://doi.org/10.24036/epk.v4i3.345
Gabel, D. (1999). Improving Teaching and Learning through Chemistry Education Research: A Look to the Future. Journal of Chemical Education, 76(2–4), 548–554. https://doi.org/10.1021/ed076p548
Hanif, N., Sopandi, W., & Kusrijadi, A. (2013). Analisis Hasil Belajar Level Makroskopik, Submikroskopik, Dan Simbolik Berdasarkan Gaya Kognitif Siswa Sma Pada Materi Pokok Sifat Koligatif Larutan. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 18(1), 116. https://doi.org/10.18269/jpmipa.v18i1.264
Herawati, R. F., Mulyani, S., & Redjeki, T. (2013). Pembelajaran Kimia Berbasis Multiple Siswa Sma Negeri I Karanganyar Tahun Pelajaran 2011 / 2012. 2(2), 38–43.
Hillen, S. (2013). Acquisition of Higher Order Knowledge by a Dynamic Modeling Environment Based on the Educational Concept of Self-Regulated Learning.
Jansoon, N., Coll, R. K., & Somsook, E. (2009). Understanding mental models of dilution international journal of environmental & science education understanding mental models of dilution in thai students. In International Journal of Environmental & Science Education (Vol. 4, Issue 2, pp. 147–168). http://www.ijese.com/
Johnstone, A. (1991). Why is chemistry difficult to learn? things are seldom what they seem. Journal of Computer Assisted Learning, 7(1), 75–83.
Jubaedah, D. S., Kaniawati, I., Suyana, I., Samsudin, A., & Suhendi, E. (2017). Pengembangan Tes Diagnostik Berformat Four-Tier Untuk Mengidentifikasi Miskonsepsi Siswa Pada Topik Usaha Dan Energi. October, SNF2017-RND-35-SNF2017-RND-40. https://doi.org/10.21009/03.snf2017.01.rnd.06
Kania, V. I., Samsudin, A., & Aminudin, A. H. (2020). Multitier of Greenhouse Effect ( MoGE ) Instrument Development to Identify Middle School Students ’ Mental Model in Thailand with Rasch Analysis Multitier of Greenhouse Effect ( MoGE ) Instrument Development to Identify Middle School Students ’ Mental Mod. May.
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. https://doi.org/10.1080/09500690903173643
Mesran, Sulaiman, O. K., Wijoyo, H., Putra, S. H., Watrianthos, R., Sinaga, R., Mardiana, R., Saragih, M. G., & Indarto, S. L. (2022). Merdeka Kreatif di Era Pandemi Covid-19 (Issue August).
Mubarokah, F. D. (2018). Identifying Students ’ Misconceptions of Acid -Base Concepts Using a Three-Tier Diagnostic Test : A Case of Indonesia and Thailand. 15(December). https://doi.org/10.12973/tused.10256a
Murni, H. P., Azhar, M., Ellizar, E., Nizar, U. K., & Guspatni, G. (2022). Three Levels of Chemical Representation-Integrated and Structured Inquiry-Based Reaction Rate Module: Its Effect on Students’ Mental Models. Journal of Turkish Science Education, 19(3), 758–772. https://doi.org/10.36681/tused.2022.148
Redhana, I. W., Sudria, I. B., Suardana, I. N., Suja, I. W., & Putriani, V. D. (2020). Students’ mental models in acid-base topic. Journal of Physics: Conference Series, 1521(4). https://doi.org/10.1088/1742-6596/1521/4/042092
Rusilowati, A. (2015). Pengembangan Tes Diagnostik Sebagai Alat Evaluasi Kesulitan Belajar Fisika. In Prosiding Seminar Nasional Fisika dan Pendidikan Fisika (Vol. 6, Issue 1, pp. 1–10).
Suja, I. W., Sudiana, I. K., Redhana, I. W., & Sudria, I. B. N. (2021). Mental Model of Prospective Chemistry Teachers on Electrolyte and Nonelectrolyte Solutions. IOP Conference Series: Materials Science and Engineering, 1115(1), 012064. https://doi.org/10.1088/1757-899x/1115/1/012064
Utami, F. V., Saputro, S., & VH, E. S. (2020). Analisis Jenis Dan Tingkat Kesulitan Belajar Siswa Kelas Xi Mipa Sma N 2 Surakarta Tahun Pelajaran 2018 / 2019 Dalam Memahami Materi Asam Basa Menggunakan Two Tier Multiple Choice. Jurnal Pendidikan Kimia, 9(1), 54–60.
Utami, S., Melati, H., & Somantri, E. (2022). Identifikasi Kesulitan Belajar Siswa Kelas Xi Ipa Dalam Menyelesaikan Soal-Soal Larutan Asam Dan Basa Di Sekolah Menengah Atas Negeri 2 Sungai Raya. Eksistensi, 3(1), 44–58. https://doi.org/http://dx.doi.org/10.29406/eksis.v3i1.3344
Wang, C.-Y. (2007). The Role of Mental-Modeling Ability, Content Knowledge, and Mental Models in General Chemistry Students’ Understanding about Molecular Polarity. In Disertasi (Vol. 70, Issues 3-A, p. 835).
Wu, H. K., Krajcik, J. S., & Soloway, E. (2003). Promoting understanding of chemical representations: Students’ use of a visualization tool in the classroom. Journal of Research in Science Teaching, 38(7), 821–842. https://doi.org/10.1002/tea.1033
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Educational Chemistry (JEC)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The copyright of the received article shall be assigned to the journal as the publisher of the journal. The intended copyright includes the right to publish the article in various forms (including reprints). The journal maintains the publishing rights to the published articles.
Authors are permitted to disseminate published articles by sharing the link/DOI of the article at the journal. Authors are allowed to use their articles for any legal purposes deemed necessary without written permission from the journal with an acknowledgment of initial publication to this journal.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
