THE USE OF CONCEPTUAL CHANGE TEXT (CCT) BASED TEACHING MATERIALS TO IMPROVE MULTIPLE ABILITY OF PHARMACEUTICAL CHEMICAL REPRESENTATION STUDENTS Wati Sukmawati, Asep Kadarohman,Omay Sumarna, Wahyu Sopandi
Universitas Muhammadiyah Prof.DR. HAMKA
Universitas Pendidikan Indonesia
Abstract
The study analyzes the effect of text-based concept-based teaching (CCT) on first-semester pharmaceutical students^ concept changes in understanding various chemical representations of the concepts of reduction and oxidation (redox). In the initial stage, Performed diagnostic tests on students, interviews with ten first-semester students, and data obtained from these interviews and related literature were used to develop CCT-based redox teaching materials. In this study, a concept understanding test was used. This test is given to 50 first-semester pharmacy students. The experimental group consisted of 25 students who received CCT-based teaching materials, and the control group consisted of 25 students who received conventional teaching materials. Before instruction, students in both groups were pre-tested to determine their prior understanding of redox. The results showed that students in both groups had the same redox knowledge. After the study, the data were analyzed using a two-way analysis of covariance using multiple representations of student scores as covariates. The results showed that some student representations of chemical redox concepts developed with CCT-based teaching materials were able to reduce what students experienced, resulting in a much more significant understanding of redox concepts when compared to the control class.
Keywords: Conceptual Change Text (CCT), Multiple Representations, Oxidation-Reduction
