Investigating Learners' Conceptual Progression on pH of Solution, Acid-Base Titration, and Buffer Solutions
Abstract
Keywords
References
Adadan, E., & Savasci, F. (2012). An analysis of 16-17-year-old students’ understanding of solution chemistry concepts using a two-tier diagnostic instrument. International Journal of Science Education, 34(4), 513–544. https://doi.org/10.1080/09500693.2011.636084
Alonzo, A. C., Wooten, M. M., & Christensen, J. (2022). Learning progressions as a simplified model: Examining teachers’ reported uses to inform classroom assessment practices. Science Education, 106(4), 852–889. https://doi.org/10.1002/sce.21713
Amala, F., & Habiddin, H. (2022). Pemahaman konsep dalam topik sifat asam basa larutan garam: studi pada siswa SMA di Blitar. Jurnal Zarah, 10(2), 91–100.
Amalia, F. R., Ibnu, S., Widarti, H. R., & Wuni, H. (2018). Students’ mental models of acid and base concepts taught using the cognitive apprenticeship learning model. Jurnal Pendidikan IPA Indonesia, 7(2), 187–192. https://doi.org/10.15294/jpii.v7i2.14264
Anderson, L. W., Krathwohl Peter W Airasian, D. R., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A Taxonomy for Learning, Teaching, And Assessing. A Revision 0f Bloom’s Taxonomy Of Educational Objectives. Longman. https://www.uky.edu/~rsand1/china2018/texts/Anderson-Krathwohl - A taxonomy for learning teaching and assessing.pdf
Arocena, M. (2022). A simple theoretical, quantitative approach to help understand the titration of weak acids and bases. Chemistry Teacher International, 4(1), 47–54. https://doi.org/10.1515/cti-2021-0021
Bretz, S. L., & McClary, L. (2015). Students’ understandings of acid strength: How meaningful is reliability when measuring alternative conceptions? Journal of Chemical Education, 92(2), 212–219. https://doi.org/10.1021/ed5005195
Cooper, M., Kouyoumdjian, H., & Underwood, S. M. (2016). Investigating students’ reasoning about acid–base reactions. Journal of Chemical Education, 93, 1703–1712. https://doi.org/10.1021/ACS.JCHEMED.6B00417
Cooper, M. M., Kouyoumdjian, H., & Underwood, S. M. (2016). Investigating students’ reasoning about acid-base reactions. Journal of Chemical Education, 93(10). https://doi.org/10.1021/acs.jchemed.6b00417
Cyril, N., Coll, S., Ketpichainarong, W., & Rajoo, M. (2022). Blended learning in acids and bases: an alternative to science teaching for lower secondary schools. SN Social Sciences, 2. https://doi.org/10.1007/s43545-022-00447-z
Demirdöğen, B., Nelsen, I., & Lewis, S. E. (2023). Organic chemistry students’ use of stability in mental models on acid and base strength. Chemistry Education Research and Practice, 24, 1127–1141. https://doi.org/10.1039/d3rp00049d
Dood, A. J., & Watts, F. M. (2023). Students’ strategies, struggles, and successes with mechanism problem solving in organic chemistry: A scoping review of the research literature. Journal of Chemical Education, 100(1), 53–68. https://doi.org/10.1021/acs.jchemed.2c00572
Elvinawati, E., Rohiat, S., & Solikhin, F. (2022). Identifikasi miskonsepsi mahasiswa dalam mata kuliah kimia sekolah II Pada materi asam basa. alotrop, 6(1), 10–14. https://doi.org/10.33369/atp.v6i1.20303
Frost, S. J. H., Yik, B. J., Dood, A. J., de Arellano, D. C.-R., Fields, K. B., & Raker, J. (2023). Evaluating electrophile and nucleophile understanding: a large-scale study of learners’ explanations of reaction mechanisms. Chemistry Education Research and Practice, 24, 706–722. https://doi.org/10.1039/d2rp00327a
Gültepe, N. (2021). Pre-service chemistry teachers’ understanding about equilibria in acid-base solutions. Pedagogical Research, 6(4), 1–11. https://doi.org/10.29333/pr/11349
Hikaya, N., Lukum, & Botutihe. (2018). Studi komparasi kemampuan pemahaman konseptual, algoritmik, dan grafis mahasiswa jurusan kimia pada materi asam basa. Jurnal Entropi, 1(441412007), 95–102.
Jensen, J. D. (2013). Students’ understandings of acid-base reactions investigated through their classification schemes and the acid-base reactions concept inventory. 1–209. https://etd.ohiolink.edu/pg_10?0::NO:10:P10_ACCESSION_NUM:miami1365611297
Jiménez-Liso, M. R., López-Banet, L., & Dillon, J. (2020). Changing how we teach acid-base chemistry. Science & Education, 29(5), 1291–1315. https://doi.org/10.1007/s11191-020-00142-6
Jin, H., Mikeska, J. N., Hokayem, H., & Mavronikolas, E. (2019). Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature. Science Education, 103(5), 1206–1234. https://doi.org/10.1002/sce.21525
Jones, N. A., Ross, H., Lynam, T., Perez, P., & Leitch, A. (2011). Mental models: An interdisciplinary synthesis of theory and methods. Ecology and Society, 16(1). https://doi.org/10.5751/ES-03802-160146
Krathwohl, A. and. (2002). A revision of bloom ’ s taxonomy : An overview. Theory into Practice, 41(4), 212–219.
Krebs, R. E., Rost, M., & Lembens, A. (2022). „Protons as the main drivers of a chemical reaction?” – educational reconstruction of the Brønsted-Lowry acid-base concept for upper secondary school. CHEMKON, 30(8), 334–340. https://doi.org/10.1002/ckon.202200045
Krebs, R. E., Rost, M., & Lembens, A. (2023). Developing and evaluating a multiple-choice knowledge test about Brønsted-Lowry acid-base reactions for upper secondary school students. Chemistry Teacher International, 5, 177–188. https://doi.org/10.1515/cti-2022-0038
Lin, J.-W., Chiu, M.-H., & Liang, J.-C. (2016). Exploring mental models and causes of students’ misconceptions in acids and bases. National Taiwan Normal University, January, 1–12. https://medium.com/@arifwicaksanaa/pengertian-use-case-a7e576e1b6bf
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. https://doi.org/10.1080/09500690600855559
López-Banet, L., Aguilera, D., Jiménez-Liso, M. R., & Perales-Palacios, F. J. (2021). Emotional and cognitive preservice science teachers’ engagement while living a model-based inquiry science technology engineering mathematics sequence about acid-base. Frontiers in Psychology, 12(October). https://doi.org/10.3389/fpsyg.2021.719648
Mubarokah, F. D., Mulyani, S., & Indriyanti, N. Y. (2018). Identifying students’ misconceptions of acid-base concepts using a three-tier diagnostic test: A case of Indonesia and Thailand. Journal of Turkish Science Education, 15(Special Issue), 51–58. https://doi.org/10.12973/tused.10256a
Muntholib, D., Mayangsari, J., Pratiwi, Y. N., Muchson, D., Joharmawan, R., Yahmin, D., & Rahayu, S. (2018). Development of simple multiple-choice diagnostic test of acid-base concepts to identify studentsr alternative conceptions. 218(ICoMSE 2017), 251–268. https://doi.org/10.2991/icomse-17.2018.45
Muntholib, Mauliya, A. H., Utomo, Y., & Ibnu, M. S. (2020). Assessing high school student’s chemical literacy on salt hydrolysis. IOP Conference Series: Earth and Environmental Science, 456(1). https://doi.org/10.1088/1755-1315/456/1/012065
Net, W. W. W. P., Suparman, A. R., Rohaeti, E., Wening, S., Gunung, J., & Amban, S. (2024). Student misconception in chemistry: A systematic literature review. Pegem Journal of Education and Instruction, 14(2), 238–252. https://doi.org/10.47750/pegegog.14.02.28
Orgill, M. K., & Sutherland, A. (2008). Undergraduate chemistry students’ perceptions of and misconceptions about buffers and buffer problems. Chemistry Education Research and Practice, 9(2), 131–143. https://doi.org/10.1039/b806229n
Park, C., Sungki, K., Choi, H., & Seounghey, P. (2019). Exploring learning progression of logical thinking in acid and base chemical reactions. Journal of The Korean Chemical Society, 63, 376–386. https://doi.org/10.5012/JKCS.2019.63.5.376
Permendikbud. (2016). Permendikbud RI Nomor 21 Tahun 2016 Tentang Standar Isi Pendidikan Dasar dan Menengah. JDIH Kemendikbud, 1–168.
Reed, C. R., & Wolfson, A. J. (2019). Learning progressions as a pedagogical tool for instructors. The FASEB Journal, 33(S1), 32–40. https://doi.org/10.1096/fasebj.2019.33.1_supplement.456.7
Reed, C. R., & Wolfson, A. J. (2021). Are Learning progressions a useful pedagogical tool for instructors? Journal of College Science Teaching, 51(2), 32–40. https://doi.org/10.1080/0047231X.2021.12290546
Romine, W. L., Todd, A. N., & Clark, T. B. (2016). How do undergraduate students conceptualize acid–base chemistry? Measurement of a concept progression. Science Education, 100(6), 1150–1183. https://doi.org/10.1002/sce.21240
Salame, I. I., Montero, A., & Eschweiler, D. (2022). Examining some of the students’ challenges and alternative conceptions in learning about acid-base titrations. International Journal of Chemistry Education Research, 6, 1–10. https://doi.org/10.20885/ijcer.vol6.iss1.art1
Scott, E. E., Wenderoth, M. P., & Doherty, J. H. (2019). Learning progressions: An empirically grounded, learner-centered framework to guide biology instruction. CBE Life Sciences Education, 18(4), 1–11. https://doi.org/10.1187/cbe.19-03-0059
Sodanango, P. Y., Munzil, M., & Sumari, S. (2021). Analisis model mental peserta didik SMA dalam memahami konsep laju reaksi. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 6(10), 1543. https://doi.org/10.17977/jptpp.v6i10.15048
Tümay, H. (2016). Emergence, learning difficulties, and misconceptions in chemistry undergraduate students’ conceptualizations of acid strength. Science and Education, 25(1–2), 21–46. https://doi.org/10.1007/s11191-015-9799-x
Wan, Y. (2014). Assessing college students understanding of acid base chemistry concept [Clemson University]. In All Dissertations. https://tigerprints.clemson.edu/all_dissertations/1394
Wattanakasiwich, P., Taleab, P., Sharma, M. D., & Johnston, I. D. (2013). Development and implementation of a conceptual survey in thermodynamics. International Journal of Innovation in Science and Mathematics Education, 21(1), 29–53.
Yang, Y., Liu, Y.-X., Song, X.-H., Yao, J.-X., & Guo, Y.-Y. (2023). A tale of two progressions: students’ learning progression of the particle nature of matter and teachers’ perception on the progression. Disciplinary and Interdisciplinary Science Education Research, 5(1). https://doi.org/10.1186/s43031-023-00085-2
DOI: http://dx.doi.org/10.24042/tadris.v9i2.23169
Refbacks
- There are currently no refbacks.
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. p-ISSN 2301-7562 | e-ISSN 2579-7964