Citation support for the findings

RQ1

In the current study, the level of achievement for students in EG and CG was
proposed to be studied from the instrument called ECT. All the question that consisted of
topic in electrolysis and chemical cell were in open-ended questions. The overall marks were
calculated and the marks obtained by the students were classified into three level of
achievement from low, moderate and high. Based on the findings, the higher increased of
mean score and maximum score in EG revealed students’ understanding and achievement
were improved after undergoing the POE strategy application. This can been seen from the
findings that after students experienced POE, there was 90% of students in EG were in
moderate and high level of achievement. Meanwhile there was only 66.67% of students in
CG were in moderate and high level of achievement. These results suggested that POE
strategy application really have an effect on students’ achievement on ECT. The findings is in
accordance with (Furqani, Feranie, & Winarno, 2018; Gernale, Aranes, & Duad, 2015).

In other words, POE strategy provided the learning environment to be more

interesting, where students not only listened to the teacher but can observe directly to the
object and compare between theories and reality (Arsy, Prasetyo, & Subali, 2019). In
contrast, students that experienced traditional teaching method (CG) tend to have lower level
of achievement because the learning process was more teacher-centred where students were
just listened, wrote and did the task given by the teacher. As mentioned in the previous
chapters earlier, POE strategy is one of the constructivist approach teaching method that can
assist students to have better understanding about learning conception with activities that
were more learner-centred. Furthermore, POE strategy application offered students to
understand the science conception through understand the knowledge effectively by
predicting the result and then to make real-life connection, hence, the students in EG have a
better level of achievement than those in CG (Gernale et al., 2015).

From the result of post-test for both EG and CG, there was a significant difference in
term of the level of achievement between POE strategy and traditional teaching method.
Considering that POE strategy had a positive and significant effect to the students’
achievement, the alternative hypothesis (Ha1) is accepted and null hypothesis (Ho1) is
rejected.
Research Question Number 2

In identifying the presence of misconception while learning electrochemistry, the

ECT was used to answer the second research question. There were three questions that were
selected for each of topic in electrolysis and chemical cell. Students’ answers were analysed
using descriptive and thematic analysis. For electrolysis, three conceptions were tested
starting from (1) determination of cathode and anode, (2) presence of ions in molten
potassium iodide and (3) ions that attracted to cathode and anode during the electrolysis of
molten potassium iodide.

The findings shown that the misconception did occurred in both group EG and CG
which CG had higher percentage of total misconception than EG for all three conceptions
related to electrolysis tested in this study. The higher percentage of total scientific conception
in EG was due to the different learning environment provided to the students compared to
students in CG. It has been agreed that POE strategy is a useful strategy that can be used to
address the misconception which can provides enjoy learning environment at the same time
(Sharma, 2017). The activities in POE were done in experiments that related to electrolysis
and chemical cell. Since the activities in POE were done by having experiments, students
seem to grasp the conception in electrolysis easily. In addition, students’ conception towards
learning can be improved through experiments which have been conducted according to POE
strategy application because these kind of activities encourage students to reach to the idea of
conception easily (Cengiz, 2018).

The findings which resulted decrease percentage of misconception were supported by

the advantage offered by having POE strategy application which allowed students to do direct
observation and help them to understand the conception and learning materials easily(Latifah
et al., 2019). As this teaching strategy supported by the constructivist approach, it is well
known as one of the suitable methods that can be used to identify and overcome the students’
misconception while learning (Lukito, Nurhuda, & Djalil, 2018; Rini, Suryani, & Fadhilah,
2018). On top of that, POE strategy application also can be used by a teacher to assist
students to improve their conception understanding since the activities in POE allows
students to (1) predict a phenomenon, (2) observe through experiments and (3) explain the
results of the experiments as well as their hypothesis (Furqani et al., 2018).

In chemical cell, three conceptions that were tested were as following; (1) energy
conversion, (2) flow of electron and (3) possibility to produce electricity when using same
type of nail. The findings shown that both group also have misconceptions in those three
conceptions. However, the percentage of total misconception for EG was slightly higher than
CG. Even though POE strategy has been done with high percentage of success, some students
still experience misconception throughout the learning process. This is caused by the students
who still stuck with their initial understanding and resistance to change to the correct
conception even they have the opportunity to do so (Zakiyah, Widodo, & Tukiran, 2019).

Based on this findings, even though the percentage of misconception was slightly
higher among students in EG, this implies that traditional teaching method was somehow
effective in improving students conception in chemical cell (Arslan & Irfan, 2020). It was due
to the teacher that delivered exactly the specific knowledge for the students to memorise in
answering the problems related to chemical cell. Furthermore, there was a higher percentage
of students in CG that chose not to answer the questions related to conceptions, hence
researcher could not identified whether the students were having misconception or not.

At the end of implementation, the overall findings shown that students who
participate in POE strategy application were having lesser number of misconception on the
topic of electrolysis and chemical cell compared to students who participate in traditional
teaching method. In conclusion, the alternative hypothesis (Ha2) was accepted and null
hypothesis (H02) was rejected.

Duration and concept/unit selection were also the limitations of the current study.
REFER HYPOTHESIS

3.

a) relationship between achievement and motivation level is positive and weak for CG

The other instrument used in this study called CMQ was used to identify the
relationship between students’ achievement and motivation level while learning electrolysis
and chemical cell using traditional teaching method. Based on the CMQ scores, the students
in CG obtained high level of motivation during the learning process. However, from the
findings, the level of strength correlation between achievement and motivation was weak
which can be seen from the Pearson correlation value of .484. The level of achievement for
CG before and after the ECT was still in moderate level. The small increase of the mean
score from 40.2 to 44.0 contributed to the weak correlation between the achievement and
motivation of the students in CG. The findings shown led to alternative hypothesis (H a3) to
be accepted and rejected the null hypothesis (H03).

b) relationship between achievement and motivation level is positive and strong for EG

Furthermore, the relationship between achievement and motivation level also been
studied among students in EG. Initially, the motivation level of the students was high, same
like its counterpart. Based on the findings, students in EG showed positive and strong
correlation of Pearson correlation value between achievement and motivation. Students’
achievement is always related to students’ achievement as highly students’ motivation
correlated to the better academic achievement (Wijnen et al., 2018). In addition, the nature of
POE strategy that promoted a student-centred learning environment helped in stimulate the
motivation while learning electrolysis and chemical cell because students can felt more
confident during completed the task given. Based on this findings, it is shown that the
rejection of null hypothesis (H03) and accepted the alternative hypothesis (Ha3).
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