Pictorial based learning: Promoting conceptual change in chemical kinetics: Scientific paper

Habiddin Habiddin; Herunata Herunata; Oktavia Sulistina; Aceng Haetami; Maysara Maysara; Dušica Rodić

doi:10.2298/JSC220403070H

PDF (2,642 kB) Supplementary Material (2.51 MB)

Published: Sep 30, 2022

Updated: 30.09.2022

DOI: https://doi.org/10.2298/JSC220403070H

Keywords:

pictorial representation direct instruction four-tier instrument

Habiddin Habiddin

Department of Chemistry, Universitas Negeri Malang, Jalan Semarang No. 5 Malang, East Java, Indonesia 65145

https://orcid.org/0000-0002-3947-2844

Herunata Herunata

Department of Chemistry, Universitas Negeri Malang, Indonesia

https://orcid.org/0000-0003-0146-1784

Oktavia Sulistina

Department of Chemistry, Universitas Negeri Malang, Indonesia

https://orcid.org/0000-0002-6487-2575

Aceng Haetami

Department of Chemistry Education, Universitas Halu Oleo, Kendari, Indonesia

https://orcid.org/0000-0002-1355-2424

Maysara Maysara

Department of Chemistry Education, Universitas Halu Oleo, Kendari, Indonesia

Dušica Rodić

Department of Chemistry, Biochemistry and Environmental Protection, University of Novi Sad, Novi Sad, Serbia

https://orcid.org/0000-0002-4161-3845

Abstract

This study aimed to examine the effect of pictorial based learning (PcBL) on conceptual change in the topic of chemical kinetics. The four-tier instrument (FTDICK) previously developed was deployed to map conceptual change within chemical kinetics concepts. First-year chemistry students at an Indonesian university formed an experimental and a control group. The experimental group experienced the PcBL approach while the control one experienced direct instruction (DI). The conceptual changes demonstrated by the two groups are classified into four categories, namely complete, partial, false and random. Complete conceptual change (CCC) had the highest occurrence rate among the four categories. However, generalising that PcBL and DI are influential in promoting conceptual change in the field of chemical kinetics may be too ambitious. Therefore, further research is needed to reach that conclusion. The effectiveness of PcBL and DI in promoting conceptual change in this study was almost equal. However, in answering the FTDICK questions, the PcBL students showed a better performance reflecting more sound scientific understanding than DI students did.

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How to Cite

[1]

H. Habiddin, H. Herunata, O. Sulistina, A. Haetami, M. Maysara, and D. Rodić, “Pictorial based learning: Promoting conceptual change in chemical kinetics: Scientific paper”, J. Serb. Chem. Soc., vol. 88, no. 1, pp. 97–111, Sep. 2022.

Issue

Vol. 88 No. 1 (2023)

Section

History of & Education in Chemistry

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution license 4.0 that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Maysara Maysara, Department of Chemistry Education, Universitas Halu Oleo, Kendari, Indonesia

Funding data

Universitas Negeri Malang
Grant numbers 20.3.169/UN32.14.1/LT/2019

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Pictorial based learning: Promoting conceptual change in chemical kinetics Scientific paper