Multiple representation: The teacher^s perception in chemistry learning Efry Mindayula (a*) and Hari Sutrisno (a)
(a) Graduate School, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia
*mindayula[at]gmail.com
Abstract
This study aimed to explore the teacher^s perception of multiple representation in chemistry learning. The study was descriptive qualitative. The participant in this study consisted of 6 chemistry teachers from several senior high schools in Indonesia. Semi-structured interviews were used for data collection. Each sample was asked about their perceptions of multiple representations in chemistry learning process. Data were analyzed by coding which were then grouped into themes. The results show that the teacher has actually applied chemical representations in chemistry learning, but the teacher is not yet familiar with the term multiple representations in chemistry. Representations that are often applied by teachers in learning chemistry are symbolic and macroscopic representations. While, submicroscopic representations are still difficult to apply by teachers in chemistry learning process.
