Jurnal Pembelajaran Kimia OJS

Vol. …., No. ..., Month 20..., hal. xx-xx Universitas Negeri Malang

MANUSCRIPT TITLE

Author11, Author2
1 Author’s institution and address
2 Author’s institution and address

Abstrak –
Understanding Stereochemitry has been the foundation to learn the other advanced topic in chemistry.
One of requirement to master the topic for students is having a good scientific reasoning skills. The objectives of
this study were to: (1) describe students' scientific reasoning skills and student’s comprehension on
Stereochemistry (2) examining the relationship between scientific reasoning skills and students' understanding
of the stereochemistry topic (3) examining differences in understanding of stereochemistry topic between
students taught with multimedia and those taught with concrete model.
This study used a 2 × 2 factorial quasi-experimental design and the population was all of students
enrolled in semester 2, 2020-2021 period at the Department of Chemistry, State University of Malang. The
research sample consisted of two classes which were selected using cluster random sampling. The instrument
used was a test of scientific reasoning skills and a test of concept understanding of the stereochemical topic. The
scientific reasoning skills test was adopted from the Classroom Test of Scientific Reasoning (CTSR): Multiple
Choice Version revised 2000 edition developed by Lawson. The CTSR scientific reasoning skills test consists of
24 multiple choice questions. Stereochemical comprehension test is an essay test consist of 10 questions with
content validity of 97.0% and reliability coefficient, measured using the Cronbach Alpha equation, of 0.87. The
research data were analyzed using Rank-Spearman correlation and Mann Whitney Independent T-Test analysis.
The results revealed that: (1) the students' scientific reasoning skills were in the low category; (2) there
is a relationship between scientific reasoning skills and students’ concept understanding of stereochemical topic
(significance <0.05) (3) there is no difference in understanding of students' concept stereochemical topic taught
with multimedia and those taught with concrete model (significance> 0 , 05).

Kata kunci: stereochemistry; multimedia ; concrete-model

Abstract – All manuscripts must be accompanied by an abstract.

Keywords: Word one; Word two; Word three

PENDAHULUAN

1
Corresponding author: afiliasi. Email: …………………………...

ISSN 2528-6536 (print)/ISSN 2579-5945 (online) @20... J-PEK

Author 1 & Author 2

Stereochemical topic has a very important role in all fields of chemistry (Popova et al.,
2016). Stereochemistry and reaction mechanisms are part of the topic in organic chemistry.
This branch of chemistry is very important because it is the main subject in the field of
Pharmacy, Biochemistry, Molecular Biology, Biotechnology, and Medicine. This topic is
taught to students through many lecture activities (Mdachi, 2012).
Stereochemistry is the study of molecules in three-dimensional space, that is how the
atoms in a molecule are arranged in one space relative to another (Leontyev, 2015). Brecher
(2006) also emphasizes that stereochemistry is one aspect of chemistry that studies the spatial
arrangement of atoms in a molecular entity and the effect of different arrangements of atoms
in threee dimensional space on their physical properties and chemical reactivity. The three
aspects of stereochemistry are geometric isomers, molecular conformation and chirality
(Fessenden & Fessenden, 1986).
Stereochemistry is one of the sub-topics in organic chemistry that combines abstract
concepts, such as hundreds of chemical symbols, millions of formulas (Mdachi, 2012). The
abstract concepts including stereochemistry requires the understanding at three levels of
representation: macroscopic, sub-microscopic, and symbolic. These three levels of
representation are needed in order to understand the abstract concepts in stereochemical topic.
The ability to think abstractly is one of the important factors in achieving a good
understanding in various lessons, especially in sterochemical topic. According to Piaget
(Houdé & Borst, 2015), the abstract topic is only understood when a person already has high-
order thinking patterns or formal thinking skills. Piaget classified the development of a child's
thinking ability into four stages. The first stage is sensory motor (0-2 years), pre-operational
(2-7 years), operational concrete (7-11 years), and formal operational (12 years and over).
Therefore a person can be said to have formal thinking when he or she reaches the age of 12
years and over.
Piaget (Kuhn, 2010) states that when a child starts to think formally, he will try to
keep thinking to gain knowledge. The thinking process in order to gain knowledge requires
someone to identify the relationship between theory and data or make conclusions from
existing facts, make inquiries, analyze, conclude, and argue. This process is then called as the
scientific thinking process, while the ability that a person has in obtaining scientific
knowledge is called scientific reasoning skill (SRS) (Zimmerman, 2005).
Lawson states that there is a linear relationship between formal thinking skills and the
level of intellectual development as defined by Piaget (Herron, 1975). Several researchers
such as Nnorom (2013), Zimmerman (2005), and Gerber et al. (2001) also revealed that there
is a positive relationship between a person's scientific reasoning skill and their learning
achievement in science, which is someone with high SRS tends to have good achievement in
science lessons as well. Ertepmar (1995) added that SRS can also be used to measure a
person's ability to understand methods and solve scientific problems.

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College students are categorized as learners which ages are over 19 years. According
to Piaget's theory, they already have a thinking pattern at the formal level (formal operation).
However, several studies show that the SRS for the majority of students is still low. Sutarno et
al. (2016) reported that students in the city of Bengkulu have SRS only around 11.1% at the
formal level, and 61.1% at the concrete level. Meanwhile only 11% of students in the
Palangkaraya are at the low formal level and the remains are 89% on concrete level
(Anggraeni, 2018). This shows that the development of scientific reasoning skills of most
students is not as expected so that it affects students' conceptual understanding of topic,
especially stereochemistry. The low understanding of the concept causes failure in mastering
the stereochemical topic. Therefore, Barta and Stille (Durmaz, 2018) state that most students
consider and categorize stereochemistry as a difficult topic.

The difficulties encountered by students in understanding the concept of

stereochemistry have been shown in several studies. (Leontyev, 2015) reports that students
have difficulty visualizing organic compounds and the R or S nomenclature system, also
translating from 2-dimensional to 3-dimensional representations. Several researchers such as
Koutalas et al. (2014) and Olimpo et al. (2015) also stated that students have difficulty
translating several kinds of representations or projections on organic compounds such as
conformations, Fischer and Newman projections.
Failure to master the concept of Stereochemical topic can be a serious problem and
must be overcome in order to succeed in all organic chemical topics (Beauchamp, 1984),
furthermore because stereochemistry topic is also discussed in other chemical studies, the
lack of understanding of the concept of stereochemistry will become an obstacle to studying
important topics such as inorganic chemistry, biochemistry, or spectroscopy (Leontyev, 2015).
Based on these problems, a learning innovation is essensial needed that can help
students learn stereochemical topic better. Learning innovations are developed in order to
accommodate students' deficiencies in abstract concepts, especially their scientific reasoning
skills. Manipulative models can be used to assist students in understanding abstract concepts
and as instructional tools during learning as well. Several researchers Dayame (2019),
Kontas (2016) and Taylor (2009) suggest that this manipulative model can significantly
improve student learning outcomes. Several kinds of manipulative models include hand-held,
concrete and multimedia models such as computer simulations (Kirk, 2015).
Many studies state that the use of concrete and multimedia models can improve
students' understanding of stereochemical topic. However, there has not been much further
disclosed in terms of the relative effectiveness of the two tools in increasing understanding
and overcoming the problems of students' scientific reasoning skills. According to some
researchers such as Hunt et al. (2011), Baxter & Preece (1999) concrete and multimedia
models need to be compared profoundly in their effectiveness to improve student

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achievement in chemistry. Therefore it is important to conduct research that aims to compare

the effectiveness of concrete models with multimedia learning tool in terms of differences in
students' scientific reasoning skill. It is presumed that the difference is small among students
with high scientific reasoning skill otherwise the difference will be significant among students
with low scientific reasoning skill, thus the teacher can determine the learning tool that is
suitable for the spesific student's scientific reasoning skills.

METODE
The aim of this studty is to examine the effect of multimedia and concrete models as
teaching tools on students' understanding of the concept of stereochemistry. The research
design used a quasi-experimental research type 2 x 2 factorial. The first class was taught with
multimedia tool and the second class was taught with concrete model. Students in both
classes are divided into two groups, and labelled as students with high and low scientific
thinking abilities.
This research was conducted at the State University of Malang. The study population
was all students of the Chemistry education study program, State University of Malang,
second semester of the 2020/2021 academic year. The sampling technique used was Cluster
Random Sampling, which was done randomly.
The study population consisted of 112 students and divided into four classes: class A,
B, C, and D. Class A consisting of 29 students, class B consisting of 30 students, and class C
consisting of 29 students, and class D consisting of 24 students. This study uses class A and
class B as the research sample. Class A is taught with multimedia class and class B is taught
with concrete model.
The instruments used in this study included (1) the treatment instrument in the form of
interactive multimedia learning Stereochemistry (Unity3D and Blender software), concrete
models and lesson plans (2) the assessment instruments consisted of: a scientific reasoning
skills test adopted from the Classroom Test of Scientific Reasoning (CTSR) developed by
Lawson, consists of 24 multiple choice questions, and the Stereochemical comprehension
test consists of 10 questions in the form of an essay.
The prerequisite test of the research instrument was carried out before the instrument
was used. This prerequisite test includes a validity test by several experts, a test of item
validity, and a reliability test. The whole test was carried out so that the instruments used in
the research are truly valid and reliable.
Hypothesis I and II tests were carried out using non-parametric tests because the
sample data were not normally distributed and homogeneous. Hypothesis I test used Rank-
Spearman Correlation. The results of the Rank-Spearman Correlation test used the SPSS
Statistics application. Hypothesis II test was carried out by using the comparative analysis of

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the Mann Whitney Independent T-Test. The results of the comparative analysis of the Mann
Whitney Independent T-Test used the SPSS Statistics application as well.

THEORETICAL FRAMEWORK
A. Scientific Reasoning Skill

1. Definition of Scientific Reasoning Skills

Particularly, sciemtific reasoning skill (SRS) is defined as a series of critical thinking skills
(cognitive-metacognitive processes, and dispositions) which include determining the meaning of
scientific information and supporting epistemological commitment to scientific methodologies and
paradigms (Dowd et al., 2018). Several researchers have also defined the meaning of SRS according
to their respective opinions, such as Inhelder and Piaget who state that SRS is a person's ability to
make the transition from concrete thinking to formal thinking (Levine & Linn, 1977). Piaget also
emphasized that SRS is the same as formal thinking skills (Bao et al., 2018), while Huh (1981) defines
that SRS is a cognitive skill, how someone thinks hypothetically-deductively. According to
Zimmerman (2005) SRS is a skill related to conceptual understanding and inquiry. Lawson (1978)
describes in detail that SRS is an ability of someone that makes he or she able to operate heavy
conversions, think proportionally, think in combination, control variables, and measure probability.
Martin (2007) specifically categorize SRS into the basic form of abilities: observing, classifying,
communicating, measuring, predicting, and concluding. He also categorize it into an integrated
capability process such as identifying, controlling variables, formulating, testing hypotheses,
interpreting data, defining steps, experimenting, and constructing models.

Several oponions given by Dowd, Piaget, Huh, Zimmerman, Lawson, and Martin are similar.
Thus it can be concluded that in general SRS can be defined as cognitive abilities that a person has
in terms of formal thinking to gain scientific knowledge characterized by the ability to operate heavy
conversions, think proportionally, think combination , control variables, measure probability,
identify, formulate, test hypotheses, interpret data, define steps, experiment, and construct models.

2. Classification of Scientific Reasoning Skills Definition

Based on the numerous scientific data garnered in children of all ages, Jean Piaget proposed
aseminal model of cognitive development according to which children’scognitive abilities developed
through four different stages. The first stage is sensory motor (0-2 years), pre-operational (2-7
years), operational concrete (7-11 years), and formal operational (12 years and over). Therefore, a
person can be said to have thought formally when he or she reaches the age of 12 years and over as

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stated by Piaget (Houdé & Borst, 2015). If someone already has the ability to think formally, it can
be said that that person already has SRS.

SRS or formal operations can be classified into several aspects. According to Lawson (1978)
some of these aspects are a person's ability to process in finding and evaluating evidence whether a
hypothetical causal theory can be accepted or rejected (hypotetico-deductive). This process includes
(1) the ability to isolate and control variables, (2) analyze a combination of several causal factors
(cobinational reasoning), (3) consider the existing correlation between several things (correlation
reasoning), (4) recognize probability that appears to a phenomenon (probalistic reasoning), and (5)
determines the existence of a relationship between several variables (proportional reasoning).
Zimmerman (2005) describes that SRS includes the ability to think and reason in inquiry, evaluate
evidence, conclude, and argue in the formation and modification of concepts or theories both in
natural and social sciences.

The parts of cognitive abilities in the SRS that have been described above by several
researchers refer to the main conclusion that cognitive abilities are needed by someone in
understanding and constructing concepts in science including chemistry, especially stereochemistry,
especially because most of the concepts and theories obtained through scientific investigation.

3. Levels and Assessment of Scientific Reasoning Skills

The development of a person's SRS can provide an overview of their intellectual

development. This development is divided into several levels i.e. the level of concrete thinking
patterns (concrete operations) and formal thinking patterns (formal operations) as suggested by
Piaget, then the level of post-formal thinking patterns which is a level that complements the
proposals put forward by several researchers such as Lawson, Clark, Cramer, -Meldrum, Falconer,
Kwon & Sequist (Lawson, 2004).

Assessment of the SRS level is based on Piaget's stage of intellectual development. These
assessment can use several written tests such as those developed by several researchers. They are
Group Assessment of Logical Thinking Test (GALT), the Test of Logical Thinking (TOLT) and the
Classroom Test Scientific Reasoning (CTSR) developed by Lawson in 2000. The most commonly used
in science is the CTSR developed by Lawson. This CTSR is a test to assess the level of scientific
reasoning skills of students which contains 24 multiple choice questions, consisting of 12 item items
with 12 reason items related to these questions.

Based on the CTSR test score, the SRS development level of students can be categorized into
four levels, (1) concrete, (2) low formal, (3) upper formal, and (4) post formal. Some of the aspects
assessed in this CTSR test are: (1) mass and volume conservation, (2) proportional reasoning, (3)

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variable control, (4) probability reasoning, (5) correlation reasoning, (6) hypothetico-deductive
reasoning (Anggraeni, 2017).

B. Scientific Thinking Ability and Understanding Stereochemical Concepts

Scientific reasoning skills are needed in large part of learning curricula that involve scientific
instructions as stated by Anderson (2002) and National Research Council (2015). One of the topic of
the curriculla is stereochemistry. Stereochemistry is a scientific sub-discipline, so understanding the
concept of stereochemistry requires a scientific reasoning skills. There are several kinds of scientific
reasoning skills required (Martin, 2007).

Typically the SRS is categorized into the basic form of ability such as observing, classifying,
communicating, measuring, predicting, and concluding, and as well as an integrated capability
process which is include identification, controlling variables, formulating, testing hypotheses,
interpreting data, defining steps, experiment, and construct models. In addition, there are also
several other aspects of SRS as stated by Lawson (1978): operating heavy conversions, proportional
thinking, combination thinking, correlation reasoning, measuring probability, hypothetico-deductive
reasoning. Fessenden & Fessenden (1986) classify Stereokimia into three major aspects: geometric
isomers, molecular conformation and chirality.

1. Geometry Isomers

Isomer geometry includes phenomenon of isomerism in alkenes as well as in cyclic

compounds. Geometric isomers are sub-topic that study compounds that have the same molecular
formula and structure but differ in the orientation of their atoms or groups in three dimensional
space. These isomers are differentiated into cis- and trans- forms, which are due to the molecular
rigidity of both the alkene compound as shown in Figure 1 and the cyclic compound as well.

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Figure 1. Isomer Geometri Cis-1,2-dikloroetena dan Trans-1,2-dikloroetena

The E and Z nomenclatur systems were also introduced to this subtopic, as the wider naming
system for alkenes (Fessenden & Fessenden, 1986). Studying geometric isomers requires several
scientific reasoning skills such as the ability to observe, classify, conclude, identify. This is because
the students are expected for being able to explain the concept of geometric isomers, distinguish
cis and trans structures, determine the E or Z nomenclatur system, and also know the characteristics
of an alkene that having geometric isomers.

2. Conformation

Conformation is a phenomenon of isomerism that occurs in open-chain and cyclic alkanes.

Conformation is a different type of arrangement in space that occurs due to the nature of a single or
sigma bond that can rotate around the bond. Therefore the atoms in an open-chain molecule can
have an infinite number of positions in space relative to each other. There are four kinds of
conformation for open chain alkanes: (1) the elliptical conformation, (2) the rocking conformation,
(3) the gauche conformation, and (4) the anti-conformation. Cyclic alkane compounds also have four
conformations as shown in Figure 2: (1) chair conformation, (2) half chair conformation, (3) dipping
conformation, and (4) dip conformation (Fessenden & Fessenden, 1986).

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Gambar 2. Types of Conformation in Cyclic Cycloalkane Compounds

Understanding conformations and their forms requires some scientific reasoning skills. The ability to
observe and classify is needed to distinguish one form of conformation from another, and categorize
types of conformations based on the shape and physical properties of molecules. The ability to do
hypothetico-deductive reasoning is also needed to explain why some of these conformations have
different energies, why the eclipsed conformation has the highest energy and why the anti
conformation has the lowest energy as well.

3. Kirality
Kirality is the study of objects that are asymmetrical (asymmetry). The objects of this chirality
are chiral molecules. Chiral molecules have several properties, which is they   cannot be superposed
on its mirror image by any combination of rotations, translations, and some conformational changes
(superimposable). A chiral molecule in organic chemistry is a molecule with chiral carbon atoms.

The characteristic of this chiral carbon atom is that it binds to four different substituents.
This chiral molecule with its mirror image is called the enantiomeric pair as shown in Figure 3.

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Figure 3. Pairs of Enantiomers: Molecule A and Molecule B

A pair of enantiomers consists of two chiral molecules which are mirror images of each other. A
nomenclatur system was also introduced in this subtopic, that is a naming system based on
laboratorium experiments: the configuration (D) Dextrorotatory and (L) Levorotatory, and also
nomenclatur system based on the absolute configuration around the chiral carbon atom:
configuration (R) or Rectus which means right and (S) Sinister which means left (Fessenden &
Fessenden, 1986).

Some skills in SRS are needed such as observing, identifying and classifying so that they can
explain the characteristics of chiral molecules, identify the presence of enantiomeric pairs,
diasteriomeric pairs, mesosomeric compounds, identify and determine the absolute configuration of
a chiral carbon atom whether (R) or (S), and determine the configuration (D) or (L) based on
experimental laboratorium facts. Students with good hypothetico-deductive reasoning will
understand well based on the existing facts why a mesosomeric compound with chiral carbon atoms
is non-optically active, or why this molecule cannot rotate plane-polarized light. Students with good
correlation reasoning will be able to understand the relationship between the chirality properties of
molecules when reacting SN1 or SN2 with the resulting product, as well as to understand the
correlation between enantiomeric and non-enantiomeric pairs in terms of their respective physical
and chemical properties.

B. Interactive Learning Multimedia in Learning Stereochemical Materials

1. Definition of Interactive Learning Multimedia

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According to Chen & Catrambone (2014) multimedia is a tool or material that can combine
several elements at once in one package, that is a combination of text, images, animation, video,
interactivity, and others. Multimedia nowadays can be used to improve learning outcomes. Lou & Lin
(2012) added that multimedia is designed with the aim of accommodating the different needs of
students in absorbing learning information, and as a presentation aid in delivering teaching topic
through optimum modalities by combining text, narration, graphics, illustrations, photography,
tables, animation, video, music, sound effects, virtual reality, and interactive programming. Vaughan
(2010) defines multimedia as a combination of text, graphics, sound, animation and video driven and
controlled by a computer.

These definitions mention several kinds of components and functions of multimedia,

therefore it can be concluded that the definition of interactive learning multimedia is a learning tool
that combines several elements at once in one package, that is a combination of text, images,
animation, video, and is interactive for support understanding in the learning process.

2. Interactive Learning Multimedia in Understanding Stereochemical Concepts

Several chemistry learning experts such as Sentongo et al. (2013), Chen et al. (2013), and
Lou & Lin (2012) have innovated to develop multimedia learning, and also typically in
stereochemistry such as da Silva Júnior et al. (2017), Harrold (1995), and Sevi ̇Nç (2010).
Multimedia was developed to help students build mental visualizations where features of virtual
molecular models, animated videos and games allow students to observe three-dimensional
molecular shapes from various angles, their rotations and movements so as to provide students with
a better understanding of the nature and three-dimensional shapes of various molecules
(Anggriawan, 2017), so that students can better understand stereochemical topic.

Molecular models, virtual or concrete are very helpful in understanding the concept of
students in stereochemical material. As an illustration, how to describe the stereoselective or
diastereoselective reaction mechanism in the synthesis of organic compounds as shown in Figure 4.

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Figure 4. Stereoselective or Diastereoselective Reactions in Synthesis of Organic Compounds (Source:

O'Brien, 2016)

The use of this three-dimensional model which is a combination of screen-casting and virtual-
transparency applications is very helpful in demonstrating the relationship or correlation between
reactants, geometries of transition states and also products in three-dimensional or two-dimensional
ways, so that it will help the students with less correlation reasoning skills to understand the
concept.

There are some advantages of virtual or multimedia. The bond lengths, bond angles, and
valences are unlimited and can be manipulated. In addition, the advantages of virtual / multimedia
models are more cost-effective, and do not require a lot of time to construct other molecular
models. There are several softwares that can be used, however QuteMol8 software is more widely
used (O’Brien, 2016). Figure 5 is an overview of the stereochemical visualization workflow of the
stereoselective or diastereoselective reaction mechanism in the synthesis of organic compounds.

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Figure 5. Stereochemical visualization workflow. A. Transition state, B. Software Qutemodel is Used

for Manipulation or Visualization C. EpicPen or Annonate! Pro, is used to Draw a 3D
Molecular Image Overlay with Is Two-Dimensional Diagram; D. Two-Dimensional Images
can be Viewed Separately (Source: O'Brien, 2016; 7)

D. Concrete Models in Learning Stereochemical Materials

1. Definition of the Concrete Model

The concrete model is a tool in the learning process. A concrete model can be interpreted as
a description of something. Concrete models are often presented in a simple and easy way to use
(Cracolice & Peters, 2011). Molecular models are also often used by teachers as a tool for visual
demonstrations in learning (Chiu et al., 1993). In addition, concrete models are also used in learning
other fields of study such as mathematics. Mathematicians began to make a mathematical model
made from wood, rope and plaster (Bartolini Bussi et al., 2010).

Most researchers argue that concrete models are effective because of their real nature.
Concrete means an object that students can touch directly by hand. Sensors received by the sense of
touch make a concrete model real. It is connecting it with one's intuition so that it gives a deep
impression (Clements, 1999).

Based on the description above, it can be concluded that concrete model is the media or
objects used by educators during the teaching and learning process in the classroom that can be
seen directly and realistically by students. This concrete model also made from objects that are easy
to find and easy to use thus it helps to make it easier for students to understand a lesson taught by
educators, therefore concrete media plays a very important role in the teaching and learning
process.

2. Concrete Models in Understanding Stereochemical Concepts

Some researchers reveal that studying concrete models or representational tools is an

important aspect of understanding science, because models or representational tools are considered
the basis of scientific reasoning skills as well as their function as tools that represent scientific

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information, explain and describe ideas or provide tools in visualizing concepts abstract in science
(Boukhechem et al., 2011). The use of concrete models has actually been done for a long time.
Sachse one of the chemists also uses molecular models to predict the shape of the "boat" and "chair"
conformation of cyclohexane. A study was also conducted by Boukhechem et al (2016; 863) to
determine to what extent concrete models or molimods can develop students' abilities in translating
and coordinating between 2D to 3D representations and vice versa in Stereochemical topic. Some
examples of the representation are the Newman projection, the Fischer projection, and the
dimensional formula as shown in Figure 6.

Figure
6.
Some
forms
of

Stereochemical Representation (Source: Boukhechem, 2016: 863

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These stereochemical representations require students to have competence in terms of

constructing, identifying, interpreting and coordinating the differences between each of these
representations (Stull et al., 2012). Raje and Stieff also stated that students with weaky reasoning
skills will find it difficult to identify the correlation between conformational differences and the
energy differences of each conformation molecule (Stieff et al., 2016). Concrete models have the
advantage that students can physically interact with these models and actually see them in three-
dimensional form (O’Brien, 2016).

According to Ibrahim & Nana, (1996), concrete model plays an important role in the
learning process. Concrete model can facilitate and clarify the delivery of learning topic, as well as it
can foster students' interest and can provide a relationship between the content of learning topic
and the real world. In order to be more effective, students should interact directly with the real
model to convince the information process occured. Based on the above opinion, it can be concluded
that concrete model can clarify the messages delivered to students, concrete media can give
teaching and learning process stimuli and the also attracts the attention of students.

HASIL DAN PEMBAHASAN

Students' Scientific Reasoning Skills

Scientific reasoning skill of second semester students of State University of Malang

based on research results can be seen in Table 1.

Table 1. Score of Scientific Reasoning Skill Test

Scientific
Number of Percentage
Score Reasoning
Students of Students
Level

0―9 16 29.63% Concrete

10 ― 14 19 35.18% Low Formal

15 ― 19 11 20.37% Upper Formal

20 ― 24 8 14.81% Post Formal

The table illustrates that 8 (14.81%) of students are at the post formal level, 11
(20.37%) of students are at the upper formal level, 19 students (35.18%) are at the low formal

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level, and 16 students (29.63%) are at the concrete level. It can be concluded that still there
are most students in the second semester of State University of Malang who at a low level
(concrete and low formal) of scientific reasoning skill. Not all students are able to think
scientifically at high level categories (upper formal and post formal).
The low level of students' scientific reasoning skills is being considered caused by
several factors. First, because the learning process is less scientific so that the students will
not think in scientific way, for example scientific writing activities that will affect students'
ability to draw conclusions. This assumption is also reinforced by research conducted by
Quitadamo and Kurtz (Dowd et al., 2018) which states that students who take laboratory
writing classes in general biology courses show a significant increase in the ability to draw
conclusions, analyze, and evaluate.

Students' Understanding on Stereochemical Topic

Students' understanding of the concept of stereochemistry before learning and after learning
can be seen in Table 2.

Table 2. Score of Stereochemitry Understanding Concept Tes

Before After
Number of
Class Learning Learning
Students
Process Process

ӿ = 8,2 ӿ = 58,9
A 27
SD = 5,4 SD = 17,4
ӿ = 9,8 ӿ = 54,9
B 27
SD = 7,4 SD = 9,2

Based on Table 2, the average score for class A which taught using multimedia class is
8.2 and the class taught using the concrete model is 9.8 from 100 total value. Referring to the
average value, it can be seen that the understanding of the concept of students at the
beginning before learning is still very low. The resulting score reflects the students'
conceptual understanding of Stereochemical topic which is still limited to the topic previously
studied in high school. Most students were able answer problems related to the topic isomeric
structure, and geometrical isomers Cis and Trans. Most of the students had difficulty in
answering questions related to the advanced comprehension of Cis and Trans isomers, as well
as difficulties in working on problems regarding optical isomers, molecular chirality,

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diasteriomers and mesosomers. There are still many students who cannot distinguish between
geometric isomers found in cyclic compounds and alkenes.
Based on the results of the study after learning using both multimedia learning tool
and concrete models in Table 3, there was an increase showed in the post-test average score of
understanding the concept of stereochemistry, that were 58.9 for multimedia classes and 54.9
for concrete model classes.

This average score shows that there were still many students who do not fully
understand the concept of stereochemistry. For example, there were still many student errors

in determining the R or S configuration of a pair of enantiomers as shown in Figure 1.

Figure 1. Several representations of students' incorrect answers in determining the

configuration of (R) or (S) of a pair of enantiomers

The results of this study are also in accordance with research by Leontyev (2015)
which reported that students had difficulty visualizing organic compounds and the R or S
naming system, especially in translating from 2-dimensional to 3-dimensional
representations.

The Relationship between Scientific Reasoning Skill and Students' Understanding of

Stereochemical Topics

The results of data analysis shown in Table 4 show that the understanding of
stereochemical topic of students with high scientific thinking ability is higher (x = 66.7 for

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multimedia class and x = 60.0 for concrete model class) than students with low scientific
thinking ability (x = 49, 0 for the multimedia class and x = 54.0 for the concrete model class).

Table 4. Score of Understanding Stereochemical

Concepts Based on Scientific Reasoning Skills
Scientific Learning Tools
Reasoning Concrete
Multimedia
Skills Model

ӿ = 66,7 ӿ = 60,0
High N = 15 N=4
SD = 15,4 SD = 11,6
ӿ = 49,0 ӿ = 54,0
Low N = 12 N = 23
SD = 14,9 SD = 8,6

Note: The maximum score of the Stereochemical comprehension test is 87

Meanwhile the results of the Rank-Spearman Correlation test analysis between the
scientific reasoning skill test scores and the post-test scores of the Stereochemical concept test
obtained a significance value of 0.004 as shown in Table 5.

Table 5. Summary of Hypothesis Testing I, II

Test of Hypothesis I

H0 (I) = there is no relationship between scientific thinking

skills and students' understanding of stereochemical topicl.

Test Criteria: H0 is rejected if the value is Asymp. Sig. (2-

tailed) <0.05
The results of the t-test analysis of the Asymp value. Sig. (2-
tailed) of 0.004; so the Asymp value. Sig. (2-tailed) <0.05.
H0 (1) is rejected, there is a relationship between scientific
thinking skills and students' understanding of stereochemical
topic.
Test of Hypothesis II

H0 (II) = there is no difference between students'

understanding of Stereochemical topic taught with multimedia
aids and those taught using concrete models.

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Test Criteria: H0 is rejected if the value is Asymp. Sig. (2-

tailed) <0.05.

The results of the t-test analysis of the Asymp value. Sig. (2-
tailed) of 0.257; so the Asymp value. Sig. (2-tailed)> 0.05.

H0 (1) is accepted, there is no significant difference in

understanding of stereochemical topic between students who
are taught using multimedia tools and concrete models.

This data shows that there is a relationship between students 'scientific reasoning
skills and students' understanding of stereochemical topic. The obvious relationship between
the two variables proves that the ability to think scientifically affects the success of students
in understanding Stereochemical topic. This means that students with high scientific
reasoning skills understand more about stereochemical topic than students with low scientific
reasoning skills. Likewise, students with high scientific reasoning skills get good
achievements on stereochemical topics than students with low scientific reasoning skills.

This influence can be explained as stated by Lawson (Rahmadani, 2017) which is

said that students with the category of high scientific reasoning skills were able to solve
problems that require formal thinking skills such as combination, proportional, probabilistic,
and correlational reasoning, perform hypothetical-deductive reasoning identification as well
and control of variables, so that this made the students were able to test causal hypotheses or
to solve problems. Meanwhile, students with the low scientific reasoning skills were only able
to solve problems that require the ability to think at a concrete level, for example the ability to
carry out simple classifications and generalizations (class inclusion), to think about the
conservation of real objects and their nature (conservation), the ability to organize a group of
objects in sequence (serial ordering), as well as doing hypothetico-deductive reasoning but
can not be used to solve problems. As a result, individuals with this ability still have
difficulty building concepts.
For example, when students are faced with solving stereochemical topic problems that
require the ability to think at a formal level suchn as what the reason for a compound to have
phenomenon of geometric isomerism is and how the effect of internal-symetry-plane on
molecule with chiral carbon atoms on its active optically is. Many students did not answer
correctly as shown in Figure 2.

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Author 1 & Author 2

Figure 2. Representation of Students' Wrong Answers that The Molecules which have
Internal-Symetry-Plane will still Show Optically Active Properties

The student replied that molecules that have internal-symetry-plane will remain
optically active. Students with good scientific reasoning skills whould find a correlation that
the existence of internal-symetry-plane of chiral molecules will divise a compound in a half
so that the two halfs reflects each other, this make the compound symmetry and achiral,
thereby also affecting its active optically which is to be non-optically active. It was due to the
most students still thinking on the concrete level. They did not have the ability to do
correlational reasoning and did hypothetical-deductive reasoning to solve problems. In
addition, many students did not have the ability to think formally in doing correlation
reasoning as is when students answered the question whether the enantiomeric pairs were the
same compound or not. They mostly answered that the pairs were the same compound, so this
shows that many students have not found a correlation between the differences in the position
of a molecule's group in three-dimensional space and its identity.
Based on these findings, it can be concluded that students with low scientific
reasoning skills will find it difficult to learn learning topics, especially stereochemistry, so
that their learning achievement is also less satisfying. This statement is corroborated by
Herron (1975) who states that students who do not yet have formal abilities are often found to
experience frustration when solving scientific problems and tend to give up easily. As a
result, their achievements are not satisfying.

The Effect of Concrete and Multimedia Learning Aids on Students' Stereochemical

Understanding

The results of data analysis shown in Table 4 show that the understanding of
sterechemistry topic for students with high scientific reasoning skills who were taught with
multimedia is higher than those who were taught with the concrete model. On the contrary,
the understanding of stereochemistry topic for students with low scientific reasoning skills
who were taught with concrete model tool is actually higher than those taught with
multimedia tool. The two tools have relatively the same effectiveness. Meanwhile the data
shown in Table 5 shows that the understanding of the stereochemistry topic of students who

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were taught with multimedia aids is slightly higher than students who were taught using
concrete model, or there is no significant difference between the two learning tools in
developing students' conceptual understanding of the Stereochemical topic.
Hypothesis II test result shows that there is no difference in understanding of
Stereochemical topic between students who were taught using multimedia and students who
were taught with concrete model. Based on the three results of the analysis, it can be
concluded that overall multimedia and concrete model have the same effectiveness in
developing students' understanding of sereochemical topic. However its is spesifik. It is more
effective for students with high scientific reasoning skills to be taught with multimedia, while
students with low scientific reasoning skills taught with concrete model.

The results of this study can be explained that during the learning process of
stereochemistry topic with online multimedia, through their laptops students can
independently and interactively explore the teaching topic displayed in the application of the
stereochemistry program. The application program is a learning instruction package, which
consists of several components, that is a text that contains a guide of inquiry questions by
adopting a guided discovery strategy, several videos showing the process of light
polarization, the process of an enantiomer solution that can rotate the plane of light
polarization, animation objects and molecules, as well as displaying several three-
dimensional images of chiral molecules that can be moved interactively by students so as to
support understanding in the learning process.
For example, when students study chiral molecules, students can see repeated
visualizations when chiral molecules with their mirror images are compressed as shown in
Figure 5.5. Meanwhile, students who study with the help of concrete models can also
understand this visualization well, although it is not as good as a multimedia class because the
demonstration of chiral molecules is only done once online via the Google Meet platform
screen. In this process students can see clearly through a laptop screen when the chiral
molecular model in the form of a ball and peg with its mirror image is compressed as shown
in Figure 5.6.

Figure 5.5 Visualization of a chiral molecule with its image when compressed.

Figure 5.6 Concrete Model of Chiral Molecule in Spherical Shape and Attached When
Squeezed with its Mirror Image.

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Author 1 & Author 2

However, in certain cases multimedia have some advantages over concrete models.
On Table 6, there are several questions such as question numbers 1, 4, 5, 8, 9, and 10 which
require the ability of students to visualize the phenomena that occur in isomers. This ability
can be assisted by learning tools such as multimedia or concrete models.

Tabel 6. Percentage of Correct Answers on Each Number Question Number of The

Stereochemical Comprehension Test

Correct Percentage Answer

Question Learning Tools
Number Multimedi
Concrete Model
a
1 73 72
2 55 44
3 58 61
4 71 64
5 64 47
6 42 44
7 74 79
8 45 55
9 53 40
10 50 41
Averag
58 55
e

On Table 6, it also can be seen that the multimedia class has a higher percentage of correct
answers compared to the concrete model class, while for other question numbers, such as
1,3,6,7 the percentage of the concrete model class is actually eminent.

Based on these things, it can be concluded that both multinedia application program
and concrete models can stimulate students to building their own stereochemical concepts.
This statement is comfirmed by the research facts which state that the learning multimedia is
designed to present chemical topic which is supported by multiple concept representations of
two-dimensional visualization, three-dimensional virtual models of molecular modeling
programs and animation of videos and games. Multimedia helps students to build mental
visualizations where the features of virtual molecular models, animated videos and games
allow students to observe three-dimensional molecular shapes from various points of view,
their rotation and movement so as to provide students with a better understanding of the
three-dimensional properties and shapes of various molecules (Anggriawan, 2017). Molecular
modeling programs demonstrate their effectiveness in overcoming learning difficulties in
chemistry (Dori & Barak, 1999). The concrete model also has its own advantages in helping
students build their understanding. As stated by most researchers, concrete models are

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effective because of their real nature (Clements, 1999) so that students can see them directly
in three-dimensional form (O’Brien, 2016). Through the concrete model, students do not need
to imagine, but can see directly so they can quickly identify (Herron, 1975). This will connect
it with one's intuition and thus leave a deep impression.

KESIMPULAN
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut
labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco
laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in
voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat
non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.

DAFTAR RUJUKAN
Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconception
in science. International Journal of Science Education, 10(2), 159–169.
Treagust, D. F., & Chandrasegaran, A. L. (2007). The Taiwan National Science Concept Learning
Study in an international perspective. International Journal of Science Education, 29(4), 391–403.

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