Identification Test of Ability to Understand Multiple Representation in Basic Chemistry I Course: Validity and Reliability
- July 8, 2021
- Posted by: rsispostadmin
- Categories: Education, IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue VI, June 2021 | ISSN 2454–6186
Syahrial Syahrial*, Sri Winarni
Chemistry Education Department, Syiah Kuala University
Corresponding Author*
Abstract: The study objective was to determine the validity and reliability of the test items used to measure understanding of multiple representations. For this purpose, quantitative methods are applied. Participants were first-year students of the Chemistry Department, Education and Teacher Training Faculty, Syiah Kuala University, who took the Basic Chemistry course I (specifically solubility, redox, and hydrocarbons). The test was followed voluntarily. Before determining the validity and reliability of each test, the Multiple Representation Understanding Test (MRUT) was developed, which was conducted in five stages. MRUT contains 20 items, and its validity is determined using Pearson Product Moment (PPM). Valid test items are nine where rcount 0.3128-0.7145. The nine-item tests are reliable, and Cronbach alpha ranged from 0.701 to 0.769 (moderate-high).
Keywords: multiple-choice, reliability, test, validity, multiple-representation
I. INTRODUCTION
The idea that all matter in nature is particulate (Gilbert and Treagust 2009) made us chemistry teachers aware of the need to introduce students to micro-level understanding skills as early as possible. The ability to understand the micro-level is needed in order to be able to understand the explanation of various phenomena in chemistry (Russell and Kozma 1997; Wang et al. 2014), such as atomic models, how atoms bond to form molecules, explain differences in the state of substances due to temperature changes, and many other phenomena. Many studies have shown that the ability to understand at the micro-level helps students succeed in chemistry studies.
Many students have difficulty understanding the micro-level in learning chemistry (Gabel 1993, 1999). Even though this chemical ability is an understanding of chemical concepts (Chandrasegaran et al. 2008; Sanger 2005) and can be a predictor of student success in learning chemistry (Cheng and Gilbert 2009; Devetak et al. 2007). Thankfully, students’ micro-level understanding can be improved through appropriate practice or learning, using various types of representation (Mcdermott and Hand 2013).
A number of studies have found that teaching abstract concepts that require micro-understanding can be conducted multiple representations (Ainsworth 1999; Sim et al. 2014), analogies (Çalik and Ayas 2005; Özmen and Kenan 2007), and various types of mental models (Coll 2008). Multiple representations in this context are multiple external representations that are defined as expressing something or a phenomenon in various forms of expressions such as graphs, pictures, tables, schemes,
