Multiple representation-based chemistry learning textbook of colloid topic K Widiastari, I W Redhana*
Universitas Pendidikan Ganesha, Jalan Udayana 11 Singaraja Bali 81116 Indonesia
Abstract
Chemistry learning in high school needs to be reoriented. It can be done through the application of a multiple representation-based chemistry learning textbook. Therefore, this study aimed to describe the differences in students^ learning outcomes using the multiple representation-based chemistry learning textbook and the conventional chemistry learning textbook. This study was a quasi experimental research. The population of this study was eight classes of Mathematics and Natural Sciences at SMAN 4 Denpasar. The samples were selected by cluster sampling technique to determine a control and an experimental group. Students in the control group were taught by the conventional chemistry learning textbook, while students in the experimental group were taught by the multiple representation-based chemistry learning textbook. The data in the study were students^ learning outcomes. These data were analyzed using the analysis of covariance statistics. The pretest scores of students in the control and experimental groups were 36.86 and 46.66, respectively. Meanwhile, the post-test scores of students in the control and experimental groups were 70.92 and 79.43, respectively. The results of the analysis of covariance showed that there was a significant difference in learning outcomes between students taught by the multiple representation-based chemistry learning textbook and those taught by the conventional chemistry learning textbook. From the mean of learning outcome scores, it could be concluded that the students^ learning outcomes who were taught by the multiple representation-based chemistry learning textbook were better than those of the conventional chemistry learning textbook.
