UNDERGRADUATE STUDENTS’ MISCONCEPTION ON ACID-BASE AND ARGENTOMETRIC TITRATIONS: A CHALLENGE TO IMPLEMENT MULTIPLE REPRESENTATION LEARNING MODEL WITH COGNITIVE DISSONANCE STRATEGY
ABSTRACT: The study was
conducted to map the misconception pattern of chemistry prospective teachers
who learned acid-base and argentometric titration. Further, it attempts to
minimize misconception through a multiple representation model of learning
chemistry with cognitive dissonance strategy. The first treatment was done on
acid-base titration and the second treatment on argentometric titration
materials. The multiple choice test with open reasons was administered to 30
undergraduate students. The finding shows that 28.6% students have the same
pattern of misconception while learning in both of the courses. After the
treatment, misconception decreased to 9.5% on the first treatment, and 9.4% on
the second treatment. The model was found to be suitable to decrease the
misconception, but could not change the misconception into “zero
misconception”, especially for microscopic and symbolic representations.
Author: Hayuni Retno Widarti,
Ana Permanasari, Sri Mulyani
Journal Code: jppendidikangg170004
