Asia-Pacific Forum on Science Learning and Teaching, Volume 19, Issue 1, Article 10 (Jun., 2018) Maria Tensiana TIMA and Hari SUTRISNO Effect of using problem-solving model based on multiple representations on the students' cognitive achievement: Representations of chemical equilibrium Contents Next

Effect of using problem-solving model based on multiple representations on the students' cognitive achievement: Representations of chemical equilibrium

 

Maria Tensiana TIMA^1，* and Hari SUTRISNO^1，2
1Chemistry Education Master's Program, Graduate School, Yogyakarta State University, Yogyakarta 55281, INDONESIA

²Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Yogyakarta State University, Yogyakarta 55281, INDONESIA

*E-mail: maria0351pasca2016@student.uny.ac.id

Received 5 Feb., 2018
Revised 21 Jun., 2018

---

Contents

• Abstract
• Introduction
  • Purpose of the study
  • Research question of the study
• Methodology
  • Research design
  • Sample
  • Instruments
  • Validity and Reliability Instrument
  • Analysis of items
• Results and interpretations
  • The most difficult and easiest type of chemical representation is answered by the students in the experiment group
  • The type of representation most difficult and most easily answered by students in the control group
  • Parametric statistical test
• Disscussion
  • The most difficult and easiest type of chemical representation is answered by the students in the experiment group
  • The most difficult and easiest type of chemical representation is answered by the students in the control group
  • Differences in student cognitive achievement between experiment and control groups
    
• Conclusion
• References

---

Abstract

The objectives of the research were to identify the difficulty level of various types of chemical representation for students and to examine the effects of two different models of teaching and learning chemistry (problem-solving based on multiple representations and problem-solving) on the students’ cognitive achievement in chemical equilibrium. This research was a  quasi-experimental research with posttest only design. The research was conducted in two different 11th-grade groups in a senior high school. The research was carried out with two groups: an experiment group (problem-solving based on multiple representations model) (26 students) and a control group (problem-solving model) (24 students). The research finding shows that there is a significant difference in the students' mean cognitive learning scores in chemical equilibrium among the two groups. The results showed that the score of the students' cognitive achievement in the experiment group was better than control group.

Keywords: Problem-solving, multiple representations, students' cognitive achievement