Acid-Base Misconception Using Diagnostic Test Based Multiple Representation on Different Grades of University Students

Abstract

Acid-base concept learning requires multiple representation understanding and connecting of each chemical representation. This research aimed to describe the acid-base misconception using a diagnostic test based on multiple representations in different level students at the university. The research method used was descriptive quantitative. The research subjects were 42 students of the 2nd Semester and 56 students of the 4th Semester. The misconception analysis using modified CRI and semi-structured interview. A modified CRI is a three-tier diagnostic test consisting of multiple choices, open-ended reasons, and trust level (suitable for Indonesian students who lack confidence in answering the question). The diagnostic test had a validity of 0.197-0.798, and reliability of 0.753-0.626. The research results showed that the average acid-base misconception percentage from the 2nd Semester and 4th Semester was 47.62% and 41.07%, respectively. 2nd Semester student misconceptions were mostly on acid-base pH sub-concept, while 4th Semester students were mostly on acid-base strength sub-concept. Besides, students also frequently have a misconception of the question relating to the sub-microscopic representation. The implication of this research is to analyze misconceptions appropriately so that further misconceptions can be reduced by implementing good and appropriate learning.