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Grade-11 Students’ Conceptual Understanding of Chemical Reaction Rate from Learning by Using the Small-Scale Experiments

Jurnal Pendidikan IPA Indonesia · Vol. 11 No. 3 (2022) · pp. 433–448

DOI
10.15294/jpii.v11i3.36535
ISSN
2089-4392, 2339-1286
Published
2022-09-30
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

This study aimed to investigate grade-11 students’ conceptual understanding of chemical reaction rate through 5E inquiry approach in which they were asked to explore data for answering the engaged question using the small-scale syringe-vial experiment (SSVE) and elaborate their understanding using the AR interactive Particulate-level Visualization (ARiPV). The two-tier diagnostic conceptual test and semi-structured interview questions served as the data collection instruments. Thirty-three grade-11 students cooperated in the series of four 2-hour 5E learning activities for a total of 8 hours. Dependent samples T-test analysis showed that the mean score of the postconceptual test (mean 29.77, S.D. 6.77, 66.16%) was statistically greater than that of the preconceptual test (mean 11.68, S.D. 10.14, 25.96%) at the significance level of 0.05. Their actual gain was 40.20% and their normalized gain was 0.54, a medium increase. The majority of them moved from the less correct category, Partial Understanding with Specific Misunderstanding (PMU, 43.03%), to the more correct category, Partial Understanding (43.84%). The semi-structured interview showed that the 5E inquiry technique using SSVE in conjunction with ARiPV was entertaining and successful in identifying and enhancing their understanding. This demonstrated that this integrated intervention can encourage students to shift their conceptual understanding of reaction rate to the more advantageous categories.

Keywords

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Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Grade-11 Students’ Conceptual Understanding of Chemical Reaction Rate from Learning by Using the Small-Scale Experiments</dc:title>
	<dc:creator>Supasorn, S.</dc:creator>
	<dc:creator>Wuttisela, K.</dc:creator>
	<dc:creator>Moonsarn, A.</dc:creator>
	<dc:creator>Khajornklin, P.</dc:creator>
	<dc:creator>Jarujamrus, P.</dc:creator>
	<dc:creator>Chairam, S.</dc:creator>
	<dc:subject xml:lang="en-US">high school chemistry; reaction rate; small-scale experiment</dc:subject>
	<dc:description xml:lang="en-US">This study aimed to investigate grade-11 students’ conceptual understanding of chemical reaction rate through 5E inquiry approach in which they were asked to explore data for answering the engaged question using the small-scale syringe-vial experiment (SSVE) and elaborate their understanding using the AR interactive Particulate-level Visualization (ARiPV). The two-tier diagnostic conceptual test and semi-structured interview questions served as the data collection instruments. Thirty-three grade-11 students cooperated in the series of four 2-hour 5E learning activities for a total of 8 hours. Dependent samples T-test analysis showed that the mean score of the postconceptual test (mean 29.77, S.D. 6.77, 66.16%) was statistically greater than that of the preconceptual test (mean 11.68, S.D. 10.14, 25.96%) at the significance level of 0.05. Their actual gain was 40.20% and their normalized gain was 0.54, a medium increase. The majority of them moved from the less correct category, Partial Understanding with Specific Misunderstanding (PMU, 43.03%), to the more correct category, Partial Understanding (43.84%). The semi-structured interview showed that the 5E inquiry technique using SSVE in conjunction with ARiPV was entertaining and successful in identifying and enhancing their understanding. This demonstrated that this integrated intervention can encourage students to shift their conceptual understanding of reaction rate to the more advantageous categories.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US">Thailand Research Fund (TRF, RSA5980021)</dc:contributor>
	<dc:contributor xml:lang="en-US">Ubon Ratchathani University (UBU)</dc:contributor>
	<dc:contributor xml:lang="en-US">Center of Excellent for Innovation in Chemistry (PERCH-CIC)</dc:contributor>
	<dc:date>2022-09-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/36535</dc:identifier>
	<dc:identifier>10.15294/jpii.v11i3.36535</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 11, No 3 (2022): September 2022; 433-448</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v11i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/36535/13435</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/36535/10098</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/36535/10099</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/36535/10100</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/36535/10101</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Jurnal Pendidikan IPA Indonesia</dc:rights>
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