UNDERGRADUATE STUDENTS’ MISCONCEPTION ON ACID-BASE AND ARGENTOMETRIC TITRATIONS: A CHALLENGE TO IMPLEMENT MULTIPLE REPRESENTATION LEARNING MODEL WITH COGNITIVE DISSONANCE STRATEGY

Hayuni Retno Widarti, Ana Permanasari, Sri Mulyani

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.

Keywords


acids base titration; argentometric titration; misconception; multiple representations

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References


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DOI: https://doi.org/10.17509/ije.v9i2.5464

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