Kesalahan Konsep dalam Ikatan Kimia dan Upaya Memperbaikinya dengan Strategi Konflik Kognitif

Abstract

The types of misconceptions related to chemical bonding that undergraduate chemistry majors hold is described. Eighty-six students from four different level, representing students trough junior and senior level chemistry were interviewed. Stability of the misconceptions was investigated as a function of educational level, indicating that some students’ misconceptions relating to chemical bonding are resistand to change despite increased chemistry education. A new approach to change misconceptions of students is to build on ideas which match their students’ exiting intuitive knowladge. This can be done by cognitive conflict strategy. The use of an cognitive conflict strategy relation between the known and the unknown can help students learn new information and discard or modify misconceptions.