Formulating Variation of Strategy for Reducing Burden of Chemistry Students’ Misconceptions Based on Conceptual Change Strategy and Individual Characteristic

摘要

It has been found that chemistry education college students have been identified having: (1) burden of high misconception, (2) balanced learning style, (3) lower mental model, (4) medium or high cognitive conflict level. To reduce this burden of students’ misconceptions, it isneeded to develop specific conceptual change strategy which correspond with students’ individual characteristics. The aim of this study is to formulate remedial learning strategy for reducing burden of chemistry students’ misconceptions based on conceptual change strategy givingservices according individual characteristics. The objective of this remedial learning is chemistry education college students who have passed the subjects of basic chemistry. Development method of this strategy follows the ADDIE stages (Analyze, Design, Develop, Implement, Evaluation). Thisstudy has been strated by deciding the students who have burden of high misconception and mapping individual characteristics (learning styles, mental model, and cognitive conflict models) correlated with misconception. Results of this study show that It has been formulated 5 (five) variationof conceptual change strategy, namely: (1) conceptual change strategy assisted by integrated worksheet, (2) conceptual change strategy assisted by conceptual change module, (3) guided conceptual change strategy assisted by multimedia, (4) conceptual change strategy integrated with 3R strategy(recall, recognition, reintegrate) and (5) conceptual change strategy integrated with the peer learning.