Hayuni Retno Widarti, Anna Permanasari, Sri Mulyani, Deni Ainur Rokhim, Habiddin
This study aimed to determine the contribution of multiple representation-based learning through cognitive dissonance strategy and to reduce misconceptions encountered by chemistry students. A mixed method research with the embedded experimental design was employed in this study involving 66 sophomore students enrolled in the Basics of Analytical Chemistry class. This study used a three-tier test diagnostic test of 43 questions that had been validated by the education teams and chemists. The analysis was done by using a t-test and N-gain. The results showed a significant difference between the experimental and the control classes and a greater increase in N-gain in the experimental class (68.56%) compared to the control class (42.42%). The most effective reduction of misconceptions occurred in the subject of argentometric titration, from 33.41 to 8.79%. This indicates that MRCD cannot completely eliminate misconceptions, especially for concepts related to sub-microscopic and symbolic representations. © 2021. Hayuni Retno Widarti et al; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.
Faculty of Matchematics and Natural Sciences, Chemsitry Education, Universitas Negeri Malang, Jl. Semarang No. 5, Malang, Indonesia; Faculty of Matchematics and Natural Sciences, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, Indonesia; SMAN 3 Sidoarjo, Jl. Dr. Wahidin No 130, Sidoarjo, Indonesia
