Student misconception analysis on the concept of colligative properties of solutions using a digital three-tier multiple-choice diagnostic test

Abstract

Research has been conducted to find out what misconceptions occur to students and to determine the percentage of misconceptions experienced by students on the colligative properties of the solution using a digital-based three-tier multiple-choice diagnostic test. This qualitative descriptive study used data from the analysis of diagnostic tests via google form to high school students of grade XII (N = 34 students) and the results of interviews to trace misconceptions. The results showed that the level of students 'misconceptions is low, but the level of students' understanding is also low. This is shown in each students' concept understanding of the colligative properties having misconceptions, as if the misconception (a) composition of the solution is 15.20%, (b) a decrease in vapor pressure is 8.64%, (c) an increase in the boiling point of the solution is 8, 82%, (d) a decrease in the freezing point of the solution by 10.00%, and (e) the osmotic process of the solution by 10.29%. The results of the interviews with students who had misconceptions provide the fact that students experienced difficulties and confusion regarding the colligative properties of the solution. This implies the importance of considering the learning strategy of the teacher about possibilities students' misconceptions before learning the colligative properties of the solution.