Implementation of Learning Cycle 5E with Cognitive Dissonance Strategi based on Multiple Representations: One of Solution to Reduce Students^ Misconceptions on Salt Hidrolysis Topic Hayuni Retno Widarti (a*), Putri Octaviani (b)
a) Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang Jalan Semarang 5 Malang 15145, Indonesia
*hayuni.retno.fmipa[at]um.ac.id
b) Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang Jalan Semarang 5 Malang 15145, Indonesia
Abstract
Chemistry is conceptual and abstract, so it creates a lot of misconceptions that are resistant and difficult to change, but can be minimized. This study aims to determine application of Learning Cycle 5E learning model with Cognitive Dissonance strategy based on multiple representations in reducing students^ misconceptions on salt hydrolysis topic. This research is a quantitative study with a research design using a quasi-experimental and One Group Pre-test Post-test design. The research sample consisted of 25 students of class XI MIPA 4 at SMAN 2 Malang. The results showed that the average percentage of salt hydrolysis misconceptions decreased after learning activities. The results of analysis of students^ misconceptions in the pretest answers were 32% and experienced a reduction to 23% in posttest results. The results of this study indicate that Learning Cycle 5E with Cognitive Dissonance strategy based on multiple representations is able to minimize the percentage of students^ misconceptions on the salt hydrolysis material.
Keywords: Misconception, CDMR strategy, Learning Cycle 5E, salt hydrolysis
