Teacher-students perception towards common representation in chemical-science learning and conceptual understanding on additive and addictive substances
Ardi Wiyantara(a*)

a) Program Studi Magister Pendidikan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
*ardiwiyantara[at]upi.edu

Abstract

This study aims to identify teacher-students perception towards common representation in chemical-science learning and conceptual understanding on additive and addictive substances. This is descriptive research. Data were collected through questionnaire, interview, and conception test. Subjects in this study were 8th grades student in one of Junior High School in Bandung. The results of the study show that representations most often used by the teacher are verbal and pictorial representations. The teacher^s view is that pictorial representation is the easiest form of representation to understand by students. However, it is students view that verbal representation is easiest to be understood. The difficulties faced by students in learning science include memorizing a mathematical equation in physics-science, latin name in biology-science, difficulty understanding and disliking science lessons. The average understanding of students^ concepts in the latest subject matter, additives and addictive substances, consisted of 21.4% understanding concepts, 33.7% misconceptions and 44.9% did not understand concepts.

Keywords: Additive and addictive substances- Diagnostic conception- Representation

Topic: Chemistry Education