Multiple Scientific Representations-Based Learning Activity to Enhance Learning Achievement In Stoichiometry For High School Students
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Abstract
The purposes of this research aimed to develop a multiple scientific representations-based learning activity to enhance high school students’ learning achievement of stoichiometry and compare the learning achievement of students who learned with multiple scientific representations (MSRs) and regular learning classrooms (RLCs). The learning activity consists of five topics: the law of conservation of mass, the law of definite proportions, the volume of gas in chemical reactions, and the relationship between the amount of substance in a chemical equation and the limiting reagent. This study was implemented with sixty students and the participants were selected through purposive sampling. The data were collected using worksheets, semi-structured interview and students’ achievement test. The results revealed that the students’ achievement test after learning with MSRs had a 61.36 percent gain on the posttest over the pretest. In addition, the achievement test between the students who learned with MSR and those who learned with regular learning classrooms (RLCs), showed that students who learned with MSR had significantly higher scores than those who learned through RLC, 73.53 ± 3.91 and 55.00 ±12.44, respectively (p < 0.05). This result indicated that MSR learning activities can enhance students’ understanding of stoichiometric concepts.
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References
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