Students^ concepts mastery at electrolyte and non electrolyte solution for developing with intertextual learning strategies based on guided inquiry : A review Raissa Elvia Dini (a*), Sri Mulyani(a), Tuszie Widhiyanti (a)
a) Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia,, Bandung, Indonesia
*raissaelviadini[at]upi.edu
Abstract
The concept mastery of chemistry is closely related to the existence of multirepresentations which are also called chemical triplets. The three level of chemical reprenstations, namely macroscopic, submicroscopic and symbolic. Abstract chemical concepts are still a difficulty faced by students in the learning process. Hence, gaps in learning outcomes occur due to a lack of multirepresented chemical knowledge and low mastery of concepts that must be considered. Particularly on the concept which is related to submicroscopic which involves good imagination and visualization skills. This article was compiled with a literature review design, which was collected from articles published in 2010 until 2020. Based on the article, it was found that intertextual is a learning that can connect the three levels of chemical representation as a whole and improve concept mastery and other skills. Suggestions for further research are to reveal the mastery of chemistry concept, espessially for representation of submicroscopic level.
Keywords: multirepresentation, intertextual, mastery of concepts, submicroscopic, electrolytes
