{"title":"识别学生误解和表象的五层工具:系统性文献综述","authors":"Deni Ainur Rokhim, H. Widarti, Sutrisno Sutrisno","doi":"10.17807/orbital.v15i4.17709","DOIUrl":null,"url":null,"abstract":"Initial knowledge and conception are one of the factors that have a major influence on learning activities. This is the basis for building students' knowledge of a material concept. However, not all students have the same ability, there are students who have low ability to build concepts. As a result, students who have low ability to build concepts may experience misconceptions that have an impact on their learning outcomes. Therefore, it is necessary to have an appropriate test instrument to identify misconceptions and multiple representation profiles especially in chemistry learning materials, one of which is the topic of reaction rate. This article aims to provide an overview of the application of the five-tier diagnostic instrument in identifying misconceptions and profiles of students' misconceptions about reaction rates. The method used is the SLR (Systematic Literature Review) from literature studies from 2011 to 2021 which are available in the ERIC, SINTA, and Google Scholar databases. The findings of the research results show that the five-tier test instrument can identify students' misconceptions about learning material. Information obtained from the use of the instrument can be used to determine the development of students' ability to understand chemistry using representations.","PeriodicalId":19680,"journal":{"name":"Orbital: The Electronic Journal of Chemistry","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Five-Tier Instrument to Identify Students' Misconceptions and Representation: A Systematic Literature Review\",\"authors\":\"Deni Ainur Rokhim, H. Widarti, Sutrisno Sutrisno\",\"doi\":\"10.17807/orbital.v15i4.17709\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Initial knowledge and conception are one of the factors that have a major influence on learning activities. This is the basis for building students' knowledge of a material concept. However, not all students have the same ability, there are students who have low ability to build concepts. As a result, students who have low ability to build concepts may experience misconceptions that have an impact on their learning outcomes. Therefore, it is necessary to have an appropriate test instrument to identify misconceptions and multiple representation profiles especially in chemistry learning materials, one of which is the topic of reaction rate. This article aims to provide an overview of the application of the five-tier diagnostic instrument in identifying misconceptions and profiles of students' misconceptions about reaction rates. The method used is the SLR (Systematic Literature Review) from literature studies from 2011 to 2021 which are available in the ERIC, SINTA, and Google Scholar databases. The findings of the research results show that the five-tier test instrument can identify students' misconceptions about learning material. Information obtained from the use of the instrument can be used to determine the development of students' ability to understand chemistry using representations.\",\"PeriodicalId\":19680,\"journal\":{\"name\":\"Orbital: The Electronic Journal of Chemistry\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2024-01-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Orbital: The Electronic Journal of Chemistry\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.17807/orbital.v15i4.17709\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"CHEMISTRY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Orbital: The Electronic Journal of Chemistry","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17807/orbital.v15i4.17709","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
Five-Tier Instrument to Identify Students' Misconceptions and Representation: A Systematic Literature Review
Initial knowledge and conception are one of the factors that have a major influence on learning activities. This is the basis for building students' knowledge of a material concept. However, not all students have the same ability, there are students who have low ability to build concepts. As a result, students who have low ability to build concepts may experience misconceptions that have an impact on their learning outcomes. Therefore, it is necessary to have an appropriate test instrument to identify misconceptions and multiple representation profiles especially in chemistry learning materials, one of which is the topic of reaction rate. This article aims to provide an overview of the application of the five-tier diagnostic instrument in identifying misconceptions and profiles of students' misconceptions about reaction rates. The method used is the SLR (Systematic Literature Review) from literature studies from 2011 to 2021 which are available in the ERIC, SINTA, and Google Scholar databases. The findings of the research results show that the five-tier test instrument can identify students' misconceptions about learning material. Information obtained from the use of the instrument can be used to determine the development of students' ability to understand chemistry using representations.
期刊介绍:
Orbital: The Electronic Journal of Chemistry is a quarterly scientific journal published by the Institute of Chemistry of the Universidade Federal de Mato Grosso do Sul, Brazil. Original contributions (in English) are welcome, which focus on all areas of Chemistry and their interfaces with Pharmacy, Biology, and Physics. Neither authors nor readers have to pay fees. The journal has an editorial team of scientists drawn from regions throughout Brazil and world, ensuring high standards for the texts published. The following categories are available for contributions: 1. Full papers 2. Reviews 3. Papers on Education 4. History of Chemistry 5. Short communications 6. Technical notes 7. Letters to the Editor The Orbital journal also publishes a number of special issues in addition to the regular ones. The central objectives of Orbital are threefold: (i) to provide the general scientific community (at regional, Brazilian, and worldwide levels) with a formal channel for the communication and dissemination of the Chemistry-related literature output by publishing original papers based on solid research and by reporting contributions which further knowledge in the field; (ii) to provide the community with open, free access to the full content of the journal, and (iii) to constitute a valuable channel for the dissemination of Chemistry-related investigations.