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Vol.10, No.3, August 2021. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Multiple Representation-Based Learning
through Cognitive Dissonance Strategy to
Hayuni Retno Widarti, Anna Permanasari, Sri Mulyani, Deni Ainur Rokhim, Habiddin
© 2021 Hayuni Retno Widarti, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 10, Issue 3, Pages 1263-1273, ISSN 2217-8309, DOI: 10.18421/TEM103-33, August 2021.
Received: 24 December 2020. Revised: 09 July 2021.
Abstract:
This study aimed to determine the contribution of multiple representation-based learning through cognitive dissonance strategy and to reduce misconceptions encountered by chemistry students. A mixed method research with the embedded experimental design was employed in this study involving 66 sophomore students enrolled in the Basics of Analytical Chemistry class. This study used a threetier test diagnostic test of 43 questions that had been validated by the education teams and chemists. The analysis was done by using a t-test and N-gain. The results showed a significant difference between the experimental and the control classes and a greater increase in N-gain in the experimental class (68.56%) compared to the control class (42.42%). The most effective reduction of misconceptions occurred in the subject of argentometric titration, from 33.41 to 8.79 %. This indicates that MRCD cannot completely eliminate misconceptions, especially for concepts related to sub-microscopic and symbolic representations.
Keywords : cognitive dissonance, misconceptions, multiple representations, volumetric analysis. |
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