MARK MARKAH

AH

KFP 60404: PENGURUSAN KURIKULUM

TUGASAN: ANALISIS ARTIKEL
RIS
SEMESTER 1 SESI
2010/2011
DISEDIAKAN OLEH:

NO.
NAMA NO. MATRIK PROGRAM
TELEFON
SARJANA
NUR FARHANA BINTI MOHAMAD PENDIDIKAN
M20211000456 0134096202
MOKHTAR (PENGAJIAN
KURIKULUM)

KUMPULAN KULIAH : PK-F

PENSYARAH : PROF. MADYA DR. NORDIN BIN MAMAT

Articles analysis

Introduction

Chemistry became subjects difficult to understand for some students because they
contain abstract concepts such as moles, molecules and particles. In instance, numerous
aspects of chemistry may be seen, such as a solution, or shown, such as the combustion
process; nevertheless, some aspects of chemistry, such as atoms and electrons, are difficult to
demonstrate so that students can see them directly. Aschbacher, Li, & Roth, 2010; Bernacki,
NokesMalach, Richey, & Belenky, 2016; Aschbacher, Li, & Roth, 2010; Aschbacher, Li, &
Roth, 2010; Aschbacher, Li, & Roth, 2010; Aschbacher, Li, & Roth, 2010; Aschbacher, Li, &
Roth, 2010; Aschbacher, Li, & Roth, 2010 stated that understanding the concepts, principles,
and fundamental theories of chemistry is a result of scientific education, and students may
apply what they've learned to more difficult problems. Since the material presented in the
study of chemistry is full of complex and abstract concepts, it is necessary to have a firm
grasp of the fundamental concepts that underpin the complex concepts (Aschbacher et al.,
2010; Bernacki et al., 2016; Furtak, Seidel, Iverson, & Briggs, 2012; Libao et al., 2016;
Sheldrake, Mujtaba, & Reiss, 2017; Thompson). In this article’s analysis, we will analyse
three articles regarding the chemistry which is mole concept. The three articles are [1]
Development of Two-Tier Diagnostic Test Pictorial-Based for Identifying High School
Students Misconceptions on the Mole Concept, [2] Problem-Solving and Problem-Posing
Learning Model Enriched with The Multiple Representation in Tetrahedral Chemistry to
Enhance Students’ Conceptual Understanding and [3] Effect of Concept Cartoons Used in
Teaching the Mole Concept. The very first article, Development of Two-Tier Diagnostic Test
Pictorial-Based for Identifying High School Students Misconceptions on the Mole Concept is
written by W Siswaningsih, H Firman, Zackiyah and A Khoirunnisa from Department of
Chemical Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung
40154, Indonesia , whereas , the second one which the article entitle Problem-Solving and
Problem-Posing Learning Model Enriched with The Multiple Representation in Tetrahedral
Chemistry to Enhance Students’ Conceptual Understanding is written by Nurma Yunita
Indriyanti*, Sulistyo Saputro, Rizki Lukman Sungkar from Department of Chemistry
Education, Universitas Sebelas Maret, Indonesia. The third article, Effect of Concept
Cartoons Used in Teaching the Mole Concept is written by Nimet Akben, from Department
of Elementary Education, Ankara University, Ankara, Turkey. The similarity that we can see
in these three articles, they are using the concept of empowered the students understanding
rather than memorization of the mole facts and formulae. The researchers concern about the
student understanding since this mole topic is the most important and basic one. If the student
unable to understand it properly, so how should they come to the complex problems solving
regarding this chapter. These three articles proposed the learning techniques to improve
student’s understanding in mole topic as they also encourage teachers to identify which
technique is better.

Articles summary

The first article that we want to analyse is Development of Two-Tier Diagnostic Test
Pictorial-Based for Identifying High School Students Misconceptions on the Mole Concept.
The goal of this research was to create a two-tier pictorial-based diagnostic tool for detecting
student misunderstandings about moles. The development and validation methods were
employed in this investigation. The test's development was accomplished in four stages. Any
item development, validation, key determination, and application testing the test was
designed in the form of a diagram, with two tiers: the first tier consists of four potential
answers, while the second tier consists of four alternative justifications. A total of 18 items
were certified legitimate based on the findings of the content validity of 20 items utilising the
CVR (Content Validity Ratio). Based on the results of the SPSS reliability test, 17 items were
obtained with a Cronbach's Alpha value of 0703, indicating that the items were accepted. A
total of ten items were administered to 35 senior high school students who'd already studied
the mole theory at one of Cimahi's high schools. Based on the application test results, student
misconceptions in each label concept in the mole concept were identified, with the proportion
of misconceptions on the label concept of mole (60.15 %), Avogadro's number (34.28 %),
relative atomic mass (62, 84 %), relative molecule mass (77.08 %), molar mass (68.53 %),
molar volume of gas (57.11 %), molarity (71.32 %), chemical equation (82%), limiting
reactants (91.40%), , molecular formula (77.13 % ).

The second article which written by Nurma Yunita Indriyanti*, Sulistyo Saputro,
Rizki Lukman Sungkar from Department of Chemistry Education, Universitas Sebelas Maret,
Indonesia, Problem-Solving and Problem-Posing Learning Model Enriched with The
Multiple Representation in Tetrahedral Chemistry to Enhance Students’ Conceptual
Understanding. The researcher stated that a learning model contains qualities that have
benefits and drawbacks. A teacher has a unique method of imparting chemical content. The
purpose of this study is to look at the use of Thinking Aloud Pair Problem Solving (TAPPS)
and Problem Posing (PP) to improve students' conceptual grasp of the mole notion. The
implemented learning model was extended with the tetrahedral chemical representation,
which comprised human element levels, macroscopic, submicroscopic, and symbolic. This
study employed a quasi-experimental approach with a stratified pretestposttest comparison
group. Paper-and-pencil assessments were utilised to collect data from sixty-four grade 10
pupils at a public high school in Sragen, Indonesia. An independent sample t-test was used to
analyse the data. As per the findings, the PP model was able to create a greater level of
conceptual knowledge in students than the TAPPS model and had more students with sound
conceptual understanding. Students' sub-microscopic and symbolic levels of knowledge
improved as chemistry was taught using the tetrahedral chemistry depiction. To improve
students' knowledge, the new technique should be incorporated into every chemical
instruction paradigm.

Lastly, the article by Nimet Akben, from Department of Elementary Education,

Ankara University, Ankara, Turkey which the investigation of the Effect of Concept Cartoons
Used in Teaching the Mole Concept. The researcher stated that the visual materials that can
be used in class, such as PowerPoint presentations, analogies, documentaries, and concept
cartoons, appeal to multiple senses of students, designed to allow them to be more engaged in
the process and learn more permanently by more easily structuring knowledge in their minds.
The goal of concept cartoons used to find students' conceptual frameworks and increase their
understanding is to establish a dialogue environment where information may be gained via
discussions rather than direct replies. In order to investigate the influence of these graphics on
concept learning and to evaluate their point of view, primary school applicants were given a
variety of photos and concept cartoons about the mole idea in general chemistry class. The
findings of this study were consistent with previous research indicating that concept cartoons
are useful in boosting student achievement and fostering a positive attitude. Concept cartoons
can boost students' knowledge, attention, and interest in learning, as well as their drive to
study and divergent thinking. They can also promote students' active engagement in the
learning process (Gafoor & Shilna, 2013).

In comparison of three articles, we can conclude that learning process by using

creative and advanced method can empowered students understanding in order to prepare
them for another complex level of learning process. Even the mole concept is among the
difficult part of chemistry but by using creative method, the students understanding can be
achieved successfully. For weak students the method that applicable are the cartoon concept
and the pictorial-based learning. This is because the students can visualise the numbers of
mole clearly. Besides, they will be more interested to learn about chemistry especially mole
concept. Thus, they can master in the mole concept better. Problem Posing based learning is
more suitable for student who have strong basic knowledge of mole. They can explore more
complex answer for mole calculation. By using this method, students can develop their range
of thinking more and give reason for the answer that they got.

Discussion

In article of Development of Two-Tier Diagnostic Test Pictorial-Based for Identifying

High School Students Misconceptions on the Mole Concept, Product development, this
article investigates the effectiveness using two-tier diagnostic test by using pictorial as their
method of teaching mole concept. The first tier of TDMKM is built on textbooks and
research articles pertaining to the material idea of the mole. The first layer of stem was in the
shape of a picture with four response alternatives, while the second tier was in the form of
reasoning that referred to the answer to the first layer, which had four viable solutions. The
second layer is a fundamental idea in the mole's material concept. Each tier includes a choice
of the right answer and three distractors. Correct answers were achieved by a survey of the
literature based on the textbook and research journal. Three distractors on the second tier is
produced from student responses based on forecasts of student misunderstandings in the mole
material idea. The purpose of having the distractor in the answer is for testify the student’s
root knowledge in certain concept in mole.

Items were regarded legitimate in terms of content validity if the CVR value was
equal to or more than 0.99 (CVR ≥ 0.99), whereas items with a CVR value less than 0.99
(CVR < 0.99) were pronounced invalid. A total of 20 items were verified, yielding a total of
18 items certified valid by the CVR value of one. Following that, each item is updated
depending on the recommendation’s validator. A total of 18 items are determined to be
genuine, and they are subsequently tested on 34 high school students from Class X who have
been studying the mole idea. According to material calculations, the value alpha Cronbach is
0.659, which is in the range 0.60.7. The range falls into the category of "doubtful" that
supplies will be acquired. Cronbach alpha levels of 0.7 were categorised as "acceptable."
Apart from one problem, the descriptive statistic correlation is low, at roughly fifteen
numbers on the notion of limiting reagent, thus the Cronbach alpha score becomes 0.703. So
there are a total of 17 TDMKM elements that are genuine and approved.
 Due on the consideration to eliminate blunders in diagnosing misunderstandings in
students' replies on the application exam results, then the election items. The selection of
items is based on the representation of each idea in the exam and the item total correlation on
each item on, in order to produce 10 questions with a Cronbach alpha value of 0.707 that stay
in the "acceptable" category. A total of ten questions that have been pronounced valid and
acceptable by the test content validity and reliability are then assembled into a key-based
student response pattern. Each item on that misperception faced by students may be
determined based on this reaction pattern in the thinking of the pupils.

After the validation process is done, the items were then applied for 35 students of
Class X in high school who had studied the topic of mole concept. This figure shows the
student’s answer.

Because the limiting reagent has the smallest coefficient, a response pattern (1) with a
total percentage of 25.71 percent stated that the molecule that works as a limiting reagent is
H2. The molecule that functions as a limiting reagent is O2 as the reactant limiting reagent
coefficient is least, according to the pattern of response b (1) with a total percentage of 14.28
percent. The molecule that acts as a limiting reagent is an O 2 for limiting reagent is reagent
that has the fewest quantity of mole, according to the pattern of response b (3) with a total
percentage of 34.28 percent. The pattern of response b (4), with a total percentage of 14.28
percent, indicated that the limiting reagent is O2 as the initial reactant, which was totally
reacted. The percentage of people who have misunderstandings has a response pattern of
91.40 percent, with 5.71 percent understanding the notion and 2.85 percent not understanding
it. The comparison can be clearly seen on the pie chart below.

The student misunderstandings in all of the label concepts were detected based on the
application's test results. Many experienced students have the following misconceptions
about each label concept: 1 mole of oxygen has two distinct structures, O 3 and O 2, each of
which contains one molecule for 1 mol of O 2 and O 3 both include a number of chemicals
formed from the computation results in an element or compound (45.71 percent); 6.02 x 10
23 is a quantity that becomes the standard in estimating the amount of the element /
compound (25.71 percent); one mole of sulphur molecules has a number of particles of 6:02 x
10 23. Molar mass is mass divided by the number of moles of these substances (45.71
percent); relative atomic mass is the atomic mass ratio of the mass of atoms of other elements
(34.28 percent); relative atomic mass is the atomic mass ratio of the mass of atoms of other
elements (34.28 percent); relative atomic mass is the atomic mass ratio of the mass of atoms
of other elements (34.28 percent); relative atomic mass; The equation is the reaction of a
compound of formula formed of two or more atoms (22.85 percent); the limiting reagent is
the number of moles of reagents smallest (34.28 percent); the molecular formula is the
formula compound / molecular multiple of the empirical formula (45.71 percent); the molar
volume of 1 mole of gas (A) was 22.4 L because it has a number of 22.4 litres of gas at a
particular mole (34.28 percent ).

For the second article, which entitled Problem-Solving and Problem-Posing Learning
Model Enriched with The Multiple Representation in Tetrahedral Chemistry to Enhance
Students’ Conceptual Understanding. This study used a randomised pre-test post-test
comparison group research design and used the quasi - experimental study approach. Two
learning models have been used in just eight weeks of instruction. The subject contained in
the questions was the main distinction between TAPPS and PP classroom. In TAPPS class,
the teacher assigns problems. The mole ideas are divided into three sections: (1) the mole
relationship with mass, (2) the mole connection with the number of particles, and (3) the
mole relationship with the molar volume of gas. Four layers of chemical representation were
used to teach each sub-topic.

In PP class which known as Problem Posing method, the teacher started the class by
questions the students about the number of atoms in objects. The teacher makes the student
pay attention and stimulate the student’s curiosity. The teacher begins the session by
recapping material from the previous week. Teachers also add stimulation questions such as
how to determine the number of particles that are very small and cannot be seen with the
naked eye or microscope, as well as a first tale about occurrences that occur in the students'
surroundings with the topic to be discussed at the meeting. The teacher provides a brief
introduction of the content as well as some instances of issues on which he and the students
can collaborate (Arkan & Ünal, 2015). The teacher distributed a mole concept student
worksheet (PP) to each student and randomly separated the students into eight groups of four
students each. The teacher then hands out two grids to the pupils to turn into two problems
(questions). The teacher instructs the pupils to search the grid for data that is previously
known (Silver, 1994; Silver & Cai, 1996). Students create the problem and its solution in a
PP debate, then write it down in several papers. After the topic is posed, the problem paper is
shared with other groups in order to find a solution to the PP debate (Jonassen, 2004; Silver,
1994; Silver & Cai, 1996).Assume that group A is the one who creates the problem, and
group B is the one who is seeking for group A's solution. When all of the difficulties had
been resolved, the instructor asked certain groups to come up and present the outcomes of the
debate in front of the class (Arikan et al., 2012; Işik et al., 2011; Engül & Katranci, 2012).
The group that asks the question is also requested to come to the front of the class and explain
the response, whether or not it was expected. If there is something to dispute over, the other
group can ask questions (Arikan et al., 2012; Işik et al., 2011). The instructor and the pupils
wrap up the learning materials at the end of the class (Silver, 1994; Silver & Cai, 1996). The
work's outcomes are the accurate answers provided by group A.

For TAPPS (Thinking Aloud Pair Problem Solving), the teacher begins the session by
recapping material from the previous week. Furthermore, instructors tell a tale about the
events that occur in the kids' environment. That occurrence had something to do with the
topic that will be discussed at the meeting. It includes stimulus problems like determining the
quantity of very small particles that can't be seen with the naked eye or a microscope. The
teacher provides a brief introduction of the content as well as some instances of issues on
which he and the students can collaborate (Arkan & Ünal, 2015). The teacher distributed a
mole concept student worksheet (TAPPS) to each student and randomly placed them into
eight groups of four pupils. The teacher then assigns two issues to each group to solve via
TAPPS discussion (Whimbey & Lochhead, 1986). A student in each group serves as a
problem solution while the others serve as listeners. The issue solver starts the conversation
by reading the problem aloud and explaining what data has been gathered and what questions
have been posed about it. According to his comprehension of the listeners, the issue solver
communicates the problem-solving steps. Listeners take notes on the problem solver's
explanations and put them into practise. The listener inquires of the issue solver as to if there
is still an explanation that is unclear or if there is a less precise related explanation. After
everyone agrees that the problem was solved correctly, the students switch roles to solve the
following problem (Short et al., 1991; Whimbey & Lochhead, 1986). The teacher's duty in
this scenario is to ensure that the TAPPS conversation process runs well and that the listener
is prompted to ask questions. The instructor assesses the students' progress at the conclusion
of the lesson as well as the pupils' completion of the learning materials (Baars and Gage,
2010; Jonassen, 2004; Short et al., 2005). As a result, PP students are more aware of sub
microscopic and metaphorical levels. The mean (Po-Pr) of the PP class is greater than that of
the TAPPS class. The PP class had more students with SCU and PCU than the TAPPS class
when examined via the students' conceptual understanding on each item of the post-test.

Before the both PP and TAPPS class are started, the teachers give the students a pre-
test. The highest possible score is 100. Because the data had a normal and homogenous
distribution, the difference between posttest and pretest (Po-Pr) data was statistically assessed
using an independent sample t-test.After both methods been applied, the pretest (Pr) and
posttest (Po) data of TAPPS Class and PP Class are shown statically in table below.
 The mean (Po-Pr) of TAPPS Class and PP Class exhibited significant differences (t=-
2.517, dF=62, p0.05) based on the data in table. To make the data in table easier to grasp, the
data was summarised in figure below. According to the statistics in the graph below, two
classes had the same mean total student, with NCU dominating the pre-test data. As is shown
in the bar chart below, students' conceptual comprehension was classified into four
categories: No Response (NR), No Conceptual Understanding (NCU), Partial Conceptual
Understanding (PCU), and Sound Conceptual Understanding (SCU).TAPPS has a mean of
students with NCU, PCU, and SCU that are almost same in post-test data, but PP has a mean
total student with SCU that is more prominent.

For the third article, effect of concept cartoons used in teaching the mole concept. The
study included 83 teacher candidates, 60 of whom were female and 23 of whom were male.
Teacher applicants were required to identify the proper and incorrect phrases in the concept
cartoon and to correct the incorrect one. To ascertain these points of view, first a debate
setting was established, and then perspectives were recorded in writing. The questionnaire
was used to get feedback on the photographs. Expert comment was sought to guarantee the
scope validity of the questionnaire created by the researcher. The concept cartoon utilised in
the study is shown below.
First, the applicants' conceptual learning levels were attempted to be determined. The
frequency and percentage values of the replies supplied to each expression in the concept
cartoon were analysed for this purpose. According to the statistics, 65 percent of the
applicants clearly understood the broad concept. One of the two right phrases was known by
25% of the applicants. Candidates' opinions on this approach were collected at the conclusion
of the debate on the concept cartoons. When it comes to visuals and concept cartoons, more
than half of the applicants appear to have claimed that talks about the assertions in the
concept cartoons help them learn more readily (63 percent) and that discussions help them fix
their incorrect information (53 percent). Twenty-three percent of candidates thought the
visuals were immature and that they would be more successful in lower age groups.

Based on the three articles that we analyse, we can conclude that, the good teaching
methods will help the student understanding in mole concept better. The results show that,
there increasing percentage in students understanding if the creative methods used. In
comparison between three articles, the problem posing method is the best, in my opinion.
This is because it can help student to explore more by propose the problem. The teacher’s
tasks only give important information, in order to expand their variety of solutions. Student
can also change opinion with their teammate, and they can also make some debate on the way
to solve the problem that been proposed. This method will make the learning process more
interesting and defined. For the other two methods, both using same concept which is
showing the students picture to make the student can visualise the mole concept clearly. But
on the other hand, the student not be able to solve the problem which more complex. It
happening because the picture does not show how to solve the problem specifically, only
show the students picture of amount of mole in matters.

Summary

TDMKM created two-tier diagnostic tests based on the material pictorial idea of the
mole, with stem on the first tier in the form of pictorial with four potential responses and the
second tier in the form of rationale with four possible answers. Validation of results TDMKM
as many as 18 about six validators deemed 20 things legitimate. A total of 18 items were
examined for reliability, and the alpha values achieved Cronbach 0.659, indicating that no
items had to be excluded. It increases the Cronbach alpha value to 0.703. As many as 17
items have been classified as good and acceptable based on the test content validity and
reliability. Misconceptions students identified on the labels on the material concept with the
concept of the mole percentage of (60.15 percent), the Avogadro constant (34.28 percent),
relative atomic mass (62.84 percent), a period of relative molecular (77.08 percent ), molar
mass (68.53 percent), molar volume of gas (57.11 percent), molarity (71.32 percent),
equation (82.77 percent), the limiting ( 77.13 percent ).

For problem-solving and problem-posing learning model enriched with the multiple
representation in tetrahedral chemistry to enhance students’ conceptual understanding, this
experimental research compares two distinct models to determine which model better
comprehends pupils' conceptual comprehension. We found from the findings that the PP
Class is effectively gaining more students with strong conceptual knowledge. When two
classes are compared in terms of It is critical to follow the instructions step by step and to
employ a plan. Go further into the kids' comprehension Students preferred to pose and solve
challenges on their own have better recall of what they've learned. By posing their
difficulties, it would expose students' eyes to a tough topic in a pleasant and relevant way.
Meaningful activities are those that are part of their daily lives. Comprehensive learning of
the themes in tetrahedral chemistry, as well as a learning model, has aims to deepen their
comprehension of the four levels of chemistry representation. The pupils were able to
understand chemistry as a meaningful topic because they were able to draw the link at the
sub-microscopic level: the rationale for all material acts that they observed in the macro
world. This innovative technique was successful in comprehending all areas of pupils'
comprehension.

The third article, the outcomes of this study suggest that concept cartoons are
excellent for learning and teaching mole idea, and students like learning through concept
animation. Golgeli and Saracoglu (2011), Turkoguz and Cin (2013), and Durmaz (2013) all
found similar results (2007). At the conclusion of this study, which has similar results to
studies that imply concept cartoons are effective in boosting student achievement and
establishing a good impression, it may be proposed that using varied visuals for different
chemical topics could be beneficial.

As a conclusion, the teacher must have a creative idea in order to enhance the way of
teaching. Based on the research above we know that creative methods can produce a creative
student as well. To prepare student who can solve complex problems they need to know a
very basic knowledge about the topic. As for chemistry, mole concept is vital because every
single chemistry problem, the mole concept will be included. The student also needs to
master the use for the formula and also the way to calculate the mole correctly. So, it is
important not to use conversional teaching methods to explain the topic. Chalk and talk have
no more room to be used in teaching in this era. It is more to student centred learning as the
teacher only facilitate and monitor the learning process.

As mention in three articles, we can see the good result if the teachers used the
creative teaching technique. It really helps student not just be better in the basic knowledge
but also, they can easily solve the problem that been given to them. Hence, the teaching and
learning process can be so interesting and meaningful to both parties. However, the method
used need to be suitable and compatible with the student background and ability. If the
method use is too difficult and complex to understand and apply, so it can be given the worse
result. The student may become more uninterest with the subject.

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Appendix (refer to three article)

Development of Two-Tier Diagnostic Test Pictorial-Based for Identifying High School

Students Misconceptions on the Mole Concept

Problem-Solving and Problem-Posing Learning Model Enriched with The Multiple

Representation in Tetrahedral Chemistry to Enhance Students’ Conceptual Understanding

Effect of Concept Cartoons Used in Teaching the Mole Concept. The very first article,
Development of Two-Tier Diagnostic Test Pictorial-Based for Identifying High School
Students Misconceptions on the Mole Concept