Identification of Mental Models of High School Students on Acid-Base Theory

Abstract

This study aimed to explore students' mental models of acid-base theory (Arhemus, Brensted-Lowry, and Lewis). This research was conducted in semester of the 2020/2021 academic school year. Qualitative research with phenomenology involved 25 students of class XI as participants. The technique of collecting data with a depth interview was guided by 10 open-ended questions. Content analysis techniques with interpretive or inductive coding were used to analyze the data that ended with an Focus Group Discussion (FGD). The results showed that the students showed four classifications of mental models on acid-base theory in the sub-concept of definition of acid base, namely the True Scientific Mental Model (MMBI); Partially Correct Mental Model (MMBS); Mixed Mental Model (MMC); and Primitive Mental Model (MMP) of 72%, 24%, 0%, and 4% respectively From the data analysis it can be concluded that factors that cause students difficulty in representing the concept are a) half or incomplete understanding; b) the tendency to memorize material; and c) misconceptions due to invalid learning resources. This study indicates the need of an active chemistry learning that trains students to think scientifically.