Open AccessIdentification of students’ conceptual understanding on electrolyte and non-electrolyte solution material using a three tier multiple choice test
Author(s) -
Supardi S. Noho,
Mangara Sihaloho,
Weny J.A. Musa
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1968/1/012026
Subject(s) - test (biology) , mathematics education , class (philosophy) , identification (biology) , psychology , sample (material) , categorization , multiple choice , electrolyte , concept learning , computer science , mathematics , statistics , chemistry , significant difference , artificial intelligence , chromatography , electrode , paleontology , botany , biology
This study aims to identify the percentage of students’ conceptual understanding using the Three-Tier Multiple-Choice test on electrolyte and non-electrolyte solutions. The research method used is descriptive quantitative. The instrument used was a Three-Tier Multiple-Choice test. The research subjects were class X IPA MAN 1 Gorontalo City with a total sample of 20 students. The data were processed based on the students’ answer patterns which were grouped into categories of understanding the concept, not understanding the concept and misconceptions (misconceptions 1,2, and 3). The results showed that the category of understanding the concept of students was in the low category with a percentage of 28%, did not understand the concept in the high category with a percentage of 54%, and misconceptions were in the low category with a percentage of 18%. Of the 18% students who experienced misconception, the percentage was 8% misconception 1, misconception 2 was 2%, and misconception 3 was 8%.