Analyzing Misconceptions of Acid-Base Topic among Chemistry Education Students in Online Learning Settings: A Case Study

Authors

  • Catur Fathonah Djarwo Cenderawasih University
  • Frans Pither Kafiar Cenderawasih University

DOI:

https://doi.org/10.33394/hjkk.v11i2.7147

Keywords:

misconceptions, online learning, acid-base material

Abstract

This study aims to identify the misconceptions of 11 third semester Chemistry Education students at Cenderawasih University in relation to online learning during the Covid-19 pandemic. Online learning poses various challenges for both students and lecturers, resulting in incomplete explanations and hindering students' understanding of the material, leading to possible misconceptions. A descriptive qualitative method was employed, utilizing diagnostic tests with a Certainty or Response Index (CRI) and interviews. The findings revealed that 41% of the students had a clear understanding of the acid-base concepts, 30% lacked understanding, and 29% had misconceptions. The students' misconceptions related to six subconcepts in acid-base materials, including acid-base theory, acid-base indicators, acid strength (pH), weak acid-base equilibrium constant (Ka/Kb), calculation of solution pH, and the concept of pH in the environment, with a range of misconceptions from 9-45%. This study highlights the need for addressing misconceptions in online learning, specifically in the acid-base topic, to ensure effective understanding and learning outcomes for students.

Author Biography

Catur Fathonah Djarwo, Cenderawasih University

department of chemistry education

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Published

2023-04-29

How to Cite

Djarwo, C. F., & Kafiar, F. P. (2023). Analyzing Misconceptions of Acid-Base Topic among Chemistry Education Students in Online Learning Settings: A Case Study. Hydrogen: Jurnal Kependidikan Kimia, 11(2), 202–208. https://doi.org/10.33394/hjkk.v11i2.7147

Issue

Vol. 11 No. 2 (2023): April 2023

Section

Articles

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