Level analysis of scientific argumentation based on student chemical representation in the case of metal reactions Andi Malik Hakim(a), Riri Aisyah(a*), Cucu Zenab Subarkah(a)
a) Departmen of Chemistry Education, UIN Sunan Gunung Djati Jl. A.H. Nasution No. 105, Bandung 40614, Indonesia
*ririaisyah[at]uinsgd.ac.id
Abstract
The phenomenon of metal reactions can be studied in chemical learning using scientific arguments based on chemical representations (SACR). This chemical learning innovation aims to analysis students^ scientific arguments based on chemical representation level in conceptual understanding. The subject of this research is the second level students of chemistry education which are arranged based on achievement groups. The instrument used was a question sheet for SACR. The method used is a modification of the quality level of Toulmin^s Argument Pattern (TAP). The results found that student^s SACR level were at level 3, namely scientific arguments, chemical representation were weak, and conceptual understanding were was high misconceptions category
Keywords: Level analysis of scientific argumentation- chemical representation- metal reactions
