Concept Understanding Using the Assessment of A Two- Tier Multiple Choice Diagnostic Instrument
Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
Identification
of
Acid-Based
Concept
Understanding Using the Assessment of A TwoTier Multiple Choice Diagnostic Instrument
*1
Lisa Ariyanti Pohan and 2Syahwin
1
Departement of Chemistry Education, Faculty of Teacher Training and Education,
University of Islamic North Sumatera, Indonesia;
2
Departement of Physics Education, Faculty of Teacher Training and Education,
University of Islamic North Sumatera, Indonesia;
*
Corresponding author: [email protected]
Abstract
Mastery of concepts in chemistry lessons it is important to note, by
teachers of chemistry. Therefore, this study was aimed to evaluate the
concept of understanding acid -base using a multiple-choice assessment
type two tier. So that teachers are able to measure the students '
understanding about the mastery of acid-base concept as reference
materials for teachers to continue to correct the learning in the
classroom. A number of 15 items about the concept of acid-base was
designed using multiple choice two tier test tested to 11th graders in the
even semester. The method used in this study using descriptive
qualitative. The research was conducted in senior high school 19 Medan
with population 159. The sampling technique was done by random
sampling. Data analysis technique used description of data obtained from
result of student answer. The results of the data analysis obtained as
amount as 47% or there are seven items which answered correctly in the
first tier with the lowest category, 47% or there are seven items which
answered correctly in both tiers with medium category, and only one
question answered correctly on both tiers with high category. Percentage
of students' understanding of the concept of acid-base using two tier
diagnostic tests is 35 people or 47% in the low category, 40 persons or
53% in the medium category, while the higher category is 0%.
Keywords:
identification, chemistry assessment, two-tier tests, acids
and bases concept.
Introduction
Learning acquires a complete concept, broad, and deep is often overlooked in the
learning process in the classroom due to the school administrators, students and
teachers shackled with a standard test system of graduation. These tests usually
only emphasize basic cognition at low-level and not pay attention to the importance
of a deeper understanding (Windschitl, 2002).
Understanding about chemistry concept is needed to watch out for by teachers
because the concept is the structure of base knowledge of the individual. Students
already understand or not are one of the main factors that determine the results of
the study, according to the view of Constructivism learning theory (Ausubel, 1968).
The main assumptions of the constructivist theory are human active students who
develop knowledge for themselves (Geary, 1995).
735
Lisa Ariyanti Pohan and Syahwin
Acid-base material in chemistry is one of the principals of the study of that
important to master students because this material into the basic concepts to learn
advanced chemical materials such as acid-base reactions, acid-base titration, etc.
On the basic material of the acid base chemistry at the high school level curriculum
studied three models of acid-base is most commonly taught in high school that is
the model of the Arrhenius, Bronsted-Lowry, and Lewis. Of the three modes of acidbase each defines an acid and a base in different ways, but in fact this model is not
contradictory in the essence of the basic behavior of acid base. For example, HCl is
an acid according to the Arrhenius model. Similarly, according to the Bronsted-Lowry
model and Lewis model, things that are not possible when there is one defined as
acid compounds according to one model and defined a base according to another
model. The occurrence of acid base model differences because the experts see the
basic behavior of acid-base from different points of view, but actually does not
contradiction between one and the other. The second model expanded the definition
of the first models and the third model is the expansion of the definition of the
second model. So, comprehend some models of acid-base became a challenge for
students and sometimes cause confusion as if going contradiction between one
model with other models.
To know the students' understanding level against the concepts of chemistry can be
done by asking the questions directly the nature of investigation for students with a
model interview, but this practice takes a long time. Educational researchers need a
practical assessment to assess students ' mastery of the concept is to use multiple
choice tests that can capture data quickly and effectively, and efficiently. Multiple
choice test covers some item selection that originally only evaluates the content
knowledge regardless of the reasons behind the choice of responses student
(Duncan & Johnstone, 1973).
Literature Review
Concept Learning
The subject matter of chemistry is laden with concepts that the concrete as well as
abstract. Studying the chemistry, the foundations should be built on a correct
understanding of chemical concepts because of the concepts is the Foundation of
thinking early to study chemistry. What is a concept? What is a concept? A concept
is an object, a symbol, or events that have the characteristics, attributes, or have
certain important traits that become its identity. A concept is real structure or
representation category that makes people able to recognize an example and is not
an example, though an example and not an example has many attributes that are
similar (Dahar, 2006).
Students develop their views on scientific concepts and phenomena based on their
sensory experience, cultural background, colleagues, mass media as well as learning
in class (Chandrasegaran, Treagust & Mocerino, 2008). There is a tendency for
students to be satisfied with their own conception due to it is already embedded in
their mentation's nature and supported by their life experiences (Chandrasegaran,
Treagust & Mocerino, 2008).
Unfortunately, the views of students about these concepts differ from scientific
conceptions and can lead to learning difficulties, especially when new science
concepts are not aligned with previous experience or conceptual frameworks. When
new science concepts do not make sense to them, students tend to abide firmly in
their own personal views. Therefore, it is important to identify an understanding of
the various concepts of science in order to formulate appropriate learning strategies
to facilitate the understanding of student science concepts (Chandrasegaran,
Treagust & Mocerino, 2008).
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Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
A Concept attainment model that was initiated by Bruner is the basic operational
structure embedded mental model of students learning when understanding new
concepts. Then, B. Joyce and M. Weil translate their theory in the form of concept
attainment learning models where teachers and students work together to develop,
examine, modify, and draw conclusions from collectively formulated assumptions,
based on work findings in the field.
1. Understanding of Acid-Base Concept
The acid-base material is known as one of the difficult chemistry subject since it
involves some prerequisite materials as an introduction to deeply understanding the
acid-base material such as: chemical equilibrium, chemical reactions, stoichiometry,
matter properties, and solutions (Artdej, Ratanaroutai, Coll, & Thongpanchang,
2010).
Investigation of the students' understanding about the acid-base concept had been
done by chemical education practitioners. Kala, Yemen and Ayas (2013) detected
misunderstandings of students in understanding the concept of pH and pOH. They
understand that pH is associated with acid while pH is associated with the base. It is
also found a different understanding about the categorization of methanol
properties. One student determines methanol as a base because in water, it can be
dissociated into an OH group. The other students also assume that methanol is
acidic because the breaking C-H bond can contribute protons (Wan, 2014).
2. Two-tier Multiple Choice
There are many methods evaluate students' conceptual understanding, i.e., multiple
choice, interview, and concept maps. Each of methods has advantages and
disadvantages. Multiple choice tests are often chosen to assess students'
understanding of the science class because it is easy to apply. However, multiplechoice tests have some limitations in determining whether a student gives the
correct answer to his or her understanding or simply guessing and speculation so it
becomes difficult to investigate students' reasoning abilities. On the other hand, the
interview can provide more detailed information to find out the reason of the
students in choosing the answer so that the teacher can find out whether the
concept owned by the students is in accordance with the scientific reasons.
However, this method requires a long time to interview with many students to
generalize their alternative conception. As well as concept maps, the use of concept
maps in the assessment process takes a long time to train students using concept
maps and interpretations (Artdej, Ratanaroutai, Coll & Thongpanchang, 2010).
Since the two techniques mentioned above have some limitations for practical use in
the classroom, it is developed two-tier multiple-choice types to identify alternative
conceptions of students (Treagust, 1986; Treagust, 1995). Treagust (1988) argues
that identifying student concepts using multiple choice two tier assessment tools can
develop students' scientific concepts.
Treagust (1988, 1995) has provided guidance for the development of multiple choice
two tier instruments. The development of multiple choice two tier diagnostic
instruments has been written in research literatures scientific education since the
1980s, which involving various concepts (Treagust & Chandrasegaran, 2007). One of
the earliest two-tier instruments applied the concept of photosynthesis and
respiration in green plants (Haslam & Treagust, 1987). Several other instruments
have been developed as long as the latest three decades on topics and concepts
such as diffusion and osmosis (Odom & Barrow 1995), chemical equilibrium (Tyson,
Treagust & Bucat, 1999), chemical bonds (Tan & Treagust, 1999) and several
representations in chemistry reaction (Chandrasegaran, Treagust & Mocerino, 2007),
element ionization energy element (Tan, Taber, Goh & Chia 2005), electrolysis (Sia,
737
Lisa Ariyanti Pohan and Syahwin
Treagust & Chandrasegaran, 2012), and electrochemistry (Rahayu, Treagust,
Chandrasegaran, Kita & Ibnu, 2011).
Research Method
The research method used in this research is descriptive qualitative method. This
method is a research method that describes and analyzes understanding level
diagnostic data of the concept of acid base using multiple choice two-tier
instruments.
The study was conducted at SMAN 19 Medan Labuhan, Medan city in the even
semester of the academic year 2016/2017. The population involved in this study
was 159 11th grade students. Sampling of population members was done randomly
because there were no strata of the population. Techniques of random sampling can
be done because the population is homogeneous, Sugiyono (2001). Sample size
taken on the opinion of Surakhmad (1994), if the population size is equal to or more
than 1000, the sample size is expected to be at least 15% of the population size by
following the formula:
S = 15% +
(50% - 15%)
Where:
S = Sample
n = Population
The instrument used in this study is multiple choice two-tier. Items were designed
using chemistry syllabus of senior high school in Indonesian. A total of 15 questions
were designed after the questions were examined by teachers who have been
certified and experienced to teach at least 5 years using the format of review
questions. Then, validated qualitatively using three approaches are: content validity,
criterion validity, construct validity (construct validity), Popham (1995).
Data analysis technique used description of data obtained from result of student
answer. Furthermore, the data obtained from the test results were processed by
searching for presentation and analyzed descriptively, e.g.: if the score obtained is
25-50 (lowest category), score 51-75 (medium category), and score 76-100
(highest category) Sudijono, 2009). The scoring guidelines used in the study using
the Two-tier Multiple Choice instrument refers to the scoring guidelines of Bayrak
(2013) have been adapted, presented in Table 1.
Option
Option
Option
Option
is
is
is
is
Table 1. Assessment criteria
Option
correct and reason is correct
correct but reason is incorrect
incorrect but reason is correct
incorrect and reason is incorrect
Score
2
1
0
0
The questions are designed to measure the students' level of understanding about
acid-base and to identify how they think about the concepts. The items consist of
two parts, the first part is the choice of answers about alternative concepts, and the
second part aims to identify the reasons to choose answers at the first level. The
items were designed to adapt the ABCAT acid-base test (Acids-Bases Chemistry
Achiement Test) which has been modified by the authors follow the curriculum in
Indonesia, Damanhuri, et al. (2015).The questions were designed be based on the
11th grade chemical curriculum according to the learning indicators, as follows: 1)
Explaining the concept of Arrhenius, Bronsted Lowry and Lewis acid based on
738
Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
experimental data, 2) Identifying the characteristic of acid and base solutions with
various indicators, 3) Explaining the meaning of acid strength and summarizing the
pH measurement results from several acid and base solutions of equal
concentration, 4) Explaining the application of acid-base concepts in life. The
following sample is acid base concept questions with multiple choice two-tier in table
2.
Table 2. A sample question an acids and bases diagnostic test two tier
Tier
A sample three-tier question
First tier
1) Every compound containing H is an acidic compound, such as
HCN, HNO3, HCl, NH3, CH3COOH, H2SO4
Second tier
a. True
b. False
Reason:
a. Acid is a substance that when dissolved in water produces
H+ ions according to Arrhenius.
b. CH3COOH is a base because it contains OH-.
c. NH3 is not acid, but base, according to Lewis because it
has electron pair
d. NH3 is the only compound containing H in its structure
which is alkaline
Results and Discussion
The results of the assessment toward students 'conceptual understanding using
multiple choice two tier assessment are described from the percentage of students'
correct answers on both tier and the first tier. Afterward, it is ranked from highest to
lowest by category score. The percentages of correct answers were given by the
students on both the tiers and one tier of the given test was described in following
table 3.
Table 3. Percentage of the correct answer on both tiers and one tier
Question Number
Both Tiers
Only First Tier
1
49%
49%
2
44%
44%
3
26,67%
6%
4
52%
39%
5
57%
4%
6
4%
41,3%
7
59%
25%
8
66,7%
9,3%
9
82,7%
9,3%
10
33,33%
62,67%
11
10,67%
59%
12
4%
1,3%
13
1,3%
4%
14
34,7%
56%
15
30,7%
5,33%
The findings obtained from the results of the student's answers using multiple choice
two tier test of 47% or there are 7 questions answered correctly on both tiers with
low category, 47% or there are 7 questions answered correctly on both tiers with
medium category, and only 1 question which is answered correctly on both tiers with
high category. From the percentage of students' answers with this test model
obtained the results of the majority in the category of low and medium because the
form of two tier questions is a form of new questions tested to students. Therefore,
739
Lisa Ariyanti Pohan and Syahwin
there is still confusion about this test model. Acquisition score of student concept
comprehension can be seen in table 4 as follows:
Table 4. Percentage of students' concept comprehension level
Criteria
Percentage
High
0%
Medium
53%
Low
47%
From table 4 above, it can be seen that none of the students gained the level of
understanding in the high category. While in the medium category, there are 40
students from 75 students or 53% who are at the level of medium understanding
and there are 35 students or 47% who are at the level of low understanding.
The following are submitted some questions very low of acquisition correct answers
of students on both tiers and first tier, e.g. 3.4, 12, 13 and 15.
Table 5. The question of item number 3
A sample three-tier question
3) H2PO4-is a base specie
a. True
Second tier
b. False
Reason:
a. H2PO4- produces H+ ion when dissolved in water
b. H2PO4- is base and cannot be explained by Arrhenius theory
c. H2PO4-is base because accepts proton from H2O explained
by Bronsted Lowry theory
d. H2PO4- is base because negative charged
Tier
First tier
The question number three, students answered correctly on both tiers is 26,67%
and on the first tier 6%. The acquisition of students’ answer on this number is very
low. This is due to the understanding of the acid base concept Bronsted Lowry has
not been comprehensive, all this time in learning, teachers just give an ordinary
example like HCl which conjugate base is Cl -. But, when given the example HS-, is it
acid or base this species according to Bronsted Lowry acid? Then, the students are
still confused to answer it. Actually, the answer can be acid or can be base depend
on whether HS- receives protons or gives protons. If HS-accepts proton, it will be
base, conjugate acid is H2S but, if HS- donates proton, it will be acid, conjugate base
is S2-. To embed students' understanding of the concept of conjugate acid base, it is
necessary to have many variations of complex questions and not too easy.
Tier
First tier
Second tier
Table 6. The question of item number 6
A sample three-tier question
6) Reaction Na2O and SO3 involves reaction of oxide ion is O2– from
solid Na2O and gas SO3. Then, Na2O is base and SO3is acid:
a. True
b. False
Reason:
a. Na2O and SO3 is acid because containing oxygen as main
element in acid substance according to Lavoiser
b. Na2O is base because containing Na is alkaline and SO3is
acid because containing S.
c. Na2O is basic because it donates electron and SO3 is acidic
because it receives electron based on Lewis theory.
740
Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
d.
Na2O is acidic because it donates electron and SO is basic
because it receives electron based on Lewis theory.
The question number six, students answered correctly on both tiers is just 4% and
on the first tier 41,3%. The acquisition of students’ answer on this number is very
low, although there is 41,3% answered correctly on the first tier. This question asks
about the mastery of Lewis acid concept. The mastery of the Lewis acid concept in
senior high school level is still not profound, sometimes just enough to know
definition, but not Lewis acid base reaction. Learning Lewis's acid-base concept
needs to be prepared with the mastery of Lewis notation writing because the
concept of Lewis acid base involves the transfer of electrons.
Table 7. The question of item number 12 and 13
A sample three-tier question
12) Among the following compound : HClO4 0,2 M ; HCl 0,02 M ;
CH3COOH 0,2 M (Ka = 1,8 x 10-5) which have the lowest pH is
HCl
Second tier
a. True
b. False
Reason:
a. CH3COOH 0,2 M because it is acid weakest
b. HCl 0,02 M because the concentration is the lowest
c. HClO4 0,2 M is strong acid and its concentration is more
concentrated than HCl
d. Another reason:
First tier
13) Concentration of H+ ion in following substances: HF, HCl, HCN,
HBr are same
a. True
b. False
Second tier Reason:
a. Those are equally acid group valence one
b. In water ionized to be H+ ion valence one
c. It is only HCl which is different concentration H+ ion because
only HCl which is strong acid
d. HF and HCN are weak acid and not completely ionized in
water, so that concentration H+ ion was determined by acid
ionization constant.
Tier
First tier
The question number twelve, students answered correctly on both tiers is just 1,3%
and on the first tier 4%. The question number thirteen, students answered correctly
on both tiers is just 4% and on the first tier 1,3%. The question number twelve and
thirteen verify students’ understanding about acid strength and conclude pH
measurement result of several acid-base solution which are the same concentration.
In this concept, student mastery of the concept is still very low.
Tier
First tier
Second tier
Table 8. The question of item number 15
A sample three-tier question
15) When the soil condition is too acidic and do not support for plant
growth. So, the chemicals used to improve soil conditions are to
add lime CaO.
a. True
b. False
Reason :
a. CaO can change the acidity of the soil to a pH greater than 7
b. CaO is a base oxide compound that can neutralize the soil
741
Lisa Ariyanti Pohan and Syahwin
acidity
c. The acid conditions in the soil cannot be converted into base
d. CaO is oxide base element.
The question number fifteen, students answered correctly on both tiers is just 1.3%
and on the first tier 4%. This question verifies students’ understanding about
application of acid-base concept in life. Concept acquisition of this question is still
low.
The overall percentage of students' understanding of acid base concepts using two
tier diagnostic tests is 35 people or 47% in low category, 40 persons or 53%
medium category, while high category 0%. This shows that the ability of students to
understand the basic concept of acid base is still low in SMA 19 Medan Labuhan. This
could be due to students not so interested in chemistry lessons because the nature
of the chemistry lessons does require students' thinking skills, seriousness, and
thoroughness. In addition, the two-tier model is a new problem model so students
are not familiar with the assessment model.
Conclusions
Multiple choice two tier is a multiple-choice test of the latest model that function to
overcome the weakness of the usual multiple choice. While the interview model
assessment system takes a long time in its application. Multiple choice two-tier is
the development of new test models to obtain concept information that has been
obtained by students and alternative concepts that students have. For the
application of two tier instruments, students are not accustomed to using multiple
choice models of tier type and need time to train students to get used to them. It
can be seen from the results of the score of students score as much as 47% are low
understanding level and 53% are medium understanding level. While in the high
category none of the students was in the high understanding level.
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Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
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Retrieved
from
http://tigerprints.clemson.edu/all_dissertations/1394
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Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
Identification
of
Acid-Based
Concept
Understanding Using the Assessment of A TwoTier Multiple Choice Diagnostic Instrument
*1
Lisa Ariyanti Pohan and 2Syahwin
1
Departement of Chemistry Education, Faculty of Teacher Training and Education,
University of Islamic North Sumatera, Indonesia;
2
Departement of Physics Education, Faculty of Teacher Training and Education,
University of Islamic North Sumatera, Indonesia;
*
Corresponding author: [email protected]
Abstract
Mastery of concepts in chemistry lessons it is important to note, by
teachers of chemistry. Therefore, this study was aimed to evaluate the
concept of understanding acid -base using a multiple-choice assessment
type two tier. So that teachers are able to measure the students '
understanding about the mastery of acid-base concept as reference
materials for teachers to continue to correct the learning in the
classroom. A number of 15 items about the concept of acid-base was
designed using multiple choice two tier test tested to 11th graders in the
even semester. The method used in this study using descriptive
qualitative. The research was conducted in senior high school 19 Medan
with population 159. The sampling technique was done by random
sampling. Data analysis technique used description of data obtained from
result of student answer. The results of the data analysis obtained as
amount as 47% or there are seven items which answered correctly in the
first tier with the lowest category, 47% or there are seven items which
answered correctly in both tiers with medium category, and only one
question answered correctly on both tiers with high category. Percentage
of students' understanding of the concept of acid-base using two tier
diagnostic tests is 35 people or 47% in the low category, 40 persons or
53% in the medium category, while the higher category is 0%.
Keywords:
identification, chemistry assessment, two-tier tests, acids
and bases concept.
Introduction
Learning acquires a complete concept, broad, and deep is often overlooked in the
learning process in the classroom due to the school administrators, students and
teachers shackled with a standard test system of graduation. These tests usually
only emphasize basic cognition at low-level and not pay attention to the importance
of a deeper understanding (Windschitl, 2002).
Understanding about chemistry concept is needed to watch out for by teachers
because the concept is the structure of base knowledge of the individual. Students
already understand or not are one of the main factors that determine the results of
the study, according to the view of Constructivism learning theory (Ausubel, 1968).
The main assumptions of the constructivist theory are human active students who
develop knowledge for themselves (Geary, 1995).
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Lisa Ariyanti Pohan and Syahwin
Acid-base material in chemistry is one of the principals of the study of that
important to master students because this material into the basic concepts to learn
advanced chemical materials such as acid-base reactions, acid-base titration, etc.
On the basic material of the acid base chemistry at the high school level curriculum
studied three models of acid-base is most commonly taught in high school that is
the model of the Arrhenius, Bronsted-Lowry, and Lewis. Of the three modes of acidbase each defines an acid and a base in different ways, but in fact this model is not
contradictory in the essence of the basic behavior of acid base. For example, HCl is
an acid according to the Arrhenius model. Similarly, according to the Bronsted-Lowry
model and Lewis model, things that are not possible when there is one defined as
acid compounds according to one model and defined a base according to another
model. The occurrence of acid base model differences because the experts see the
basic behavior of acid-base from different points of view, but actually does not
contradiction between one and the other. The second model expanded the definition
of the first models and the third model is the expansion of the definition of the
second model. So, comprehend some models of acid-base became a challenge for
students and sometimes cause confusion as if going contradiction between one
model with other models.
To know the students' understanding level against the concepts of chemistry can be
done by asking the questions directly the nature of investigation for students with a
model interview, but this practice takes a long time. Educational researchers need a
practical assessment to assess students ' mastery of the concept is to use multiple
choice tests that can capture data quickly and effectively, and efficiently. Multiple
choice test covers some item selection that originally only evaluates the content
knowledge regardless of the reasons behind the choice of responses student
(Duncan & Johnstone, 1973).
Literature Review
Concept Learning
The subject matter of chemistry is laden with concepts that the concrete as well as
abstract. Studying the chemistry, the foundations should be built on a correct
understanding of chemical concepts because of the concepts is the Foundation of
thinking early to study chemistry. What is a concept? What is a concept? A concept
is an object, a symbol, or events that have the characteristics, attributes, or have
certain important traits that become its identity. A concept is real structure or
representation category that makes people able to recognize an example and is not
an example, though an example and not an example has many attributes that are
similar (Dahar, 2006).
Students develop their views on scientific concepts and phenomena based on their
sensory experience, cultural background, colleagues, mass media as well as learning
in class (Chandrasegaran, Treagust & Mocerino, 2008). There is a tendency for
students to be satisfied with their own conception due to it is already embedded in
their mentation's nature and supported by their life experiences (Chandrasegaran,
Treagust & Mocerino, 2008).
Unfortunately, the views of students about these concepts differ from scientific
conceptions and can lead to learning difficulties, especially when new science
concepts are not aligned with previous experience or conceptual frameworks. When
new science concepts do not make sense to them, students tend to abide firmly in
their own personal views. Therefore, it is important to identify an understanding of
the various concepts of science in order to formulate appropriate learning strategies
to facilitate the understanding of student science concepts (Chandrasegaran,
Treagust & Mocerino, 2008).
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Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
A Concept attainment model that was initiated by Bruner is the basic operational
structure embedded mental model of students learning when understanding new
concepts. Then, B. Joyce and M. Weil translate their theory in the form of concept
attainment learning models where teachers and students work together to develop,
examine, modify, and draw conclusions from collectively formulated assumptions,
based on work findings in the field.
1. Understanding of Acid-Base Concept
The acid-base material is known as one of the difficult chemistry subject since it
involves some prerequisite materials as an introduction to deeply understanding the
acid-base material such as: chemical equilibrium, chemical reactions, stoichiometry,
matter properties, and solutions (Artdej, Ratanaroutai, Coll, & Thongpanchang,
2010).
Investigation of the students' understanding about the acid-base concept had been
done by chemical education practitioners. Kala, Yemen and Ayas (2013) detected
misunderstandings of students in understanding the concept of pH and pOH. They
understand that pH is associated with acid while pH is associated with the base. It is
also found a different understanding about the categorization of methanol
properties. One student determines methanol as a base because in water, it can be
dissociated into an OH group. The other students also assume that methanol is
acidic because the breaking C-H bond can contribute protons (Wan, 2014).
2. Two-tier Multiple Choice
There are many methods evaluate students' conceptual understanding, i.e., multiple
choice, interview, and concept maps. Each of methods has advantages and
disadvantages. Multiple choice tests are often chosen to assess students'
understanding of the science class because it is easy to apply. However, multiplechoice tests have some limitations in determining whether a student gives the
correct answer to his or her understanding or simply guessing and speculation so it
becomes difficult to investigate students' reasoning abilities. On the other hand, the
interview can provide more detailed information to find out the reason of the
students in choosing the answer so that the teacher can find out whether the
concept owned by the students is in accordance with the scientific reasons.
However, this method requires a long time to interview with many students to
generalize their alternative conception. As well as concept maps, the use of concept
maps in the assessment process takes a long time to train students using concept
maps and interpretations (Artdej, Ratanaroutai, Coll & Thongpanchang, 2010).
Since the two techniques mentioned above have some limitations for practical use in
the classroom, it is developed two-tier multiple-choice types to identify alternative
conceptions of students (Treagust, 1986; Treagust, 1995). Treagust (1988) argues
that identifying student concepts using multiple choice two tier assessment tools can
develop students' scientific concepts.
Treagust (1988, 1995) has provided guidance for the development of multiple choice
two tier instruments. The development of multiple choice two tier diagnostic
instruments has been written in research literatures scientific education since the
1980s, which involving various concepts (Treagust & Chandrasegaran, 2007). One of
the earliest two-tier instruments applied the concept of photosynthesis and
respiration in green plants (Haslam & Treagust, 1987). Several other instruments
have been developed as long as the latest three decades on topics and concepts
such as diffusion and osmosis (Odom & Barrow 1995), chemical equilibrium (Tyson,
Treagust & Bucat, 1999), chemical bonds (Tan & Treagust, 1999) and several
representations in chemistry reaction (Chandrasegaran, Treagust & Mocerino, 2007),
element ionization energy element (Tan, Taber, Goh & Chia 2005), electrolysis (Sia,
737
Lisa Ariyanti Pohan and Syahwin
Treagust & Chandrasegaran, 2012), and electrochemistry (Rahayu, Treagust,
Chandrasegaran, Kita & Ibnu, 2011).
Research Method
The research method used in this research is descriptive qualitative method. This
method is a research method that describes and analyzes understanding level
diagnostic data of the concept of acid base using multiple choice two-tier
instruments.
The study was conducted at SMAN 19 Medan Labuhan, Medan city in the even
semester of the academic year 2016/2017. The population involved in this study
was 159 11th grade students. Sampling of population members was done randomly
because there were no strata of the population. Techniques of random sampling can
be done because the population is homogeneous, Sugiyono (2001). Sample size
taken on the opinion of Surakhmad (1994), if the population size is equal to or more
than 1000, the sample size is expected to be at least 15% of the population size by
following the formula:
S = 15% +
(50% - 15%)
Where:
S = Sample
n = Population
The instrument used in this study is multiple choice two-tier. Items were designed
using chemistry syllabus of senior high school in Indonesian. A total of 15 questions
were designed after the questions were examined by teachers who have been
certified and experienced to teach at least 5 years using the format of review
questions. Then, validated qualitatively using three approaches are: content validity,
criterion validity, construct validity (construct validity), Popham (1995).
Data analysis technique used description of data obtained from result of student
answer. Furthermore, the data obtained from the test results were processed by
searching for presentation and analyzed descriptively, e.g.: if the score obtained is
25-50 (lowest category), score 51-75 (medium category), and score 76-100
(highest category) Sudijono, 2009). The scoring guidelines used in the study using
the Two-tier Multiple Choice instrument refers to the scoring guidelines of Bayrak
(2013) have been adapted, presented in Table 1.
Option
Option
Option
Option
is
is
is
is
Table 1. Assessment criteria
Option
correct and reason is correct
correct but reason is incorrect
incorrect but reason is correct
incorrect and reason is incorrect
Score
2
1
0
0
The questions are designed to measure the students' level of understanding about
acid-base and to identify how they think about the concepts. The items consist of
two parts, the first part is the choice of answers about alternative concepts, and the
second part aims to identify the reasons to choose answers at the first level. The
items were designed to adapt the ABCAT acid-base test (Acids-Bases Chemistry
Achiement Test) which has been modified by the authors follow the curriculum in
Indonesia, Damanhuri, et al. (2015).The questions were designed be based on the
11th grade chemical curriculum according to the learning indicators, as follows: 1)
Explaining the concept of Arrhenius, Bronsted Lowry and Lewis acid based on
738
Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
experimental data, 2) Identifying the characteristic of acid and base solutions with
various indicators, 3) Explaining the meaning of acid strength and summarizing the
pH measurement results from several acid and base solutions of equal
concentration, 4) Explaining the application of acid-base concepts in life. The
following sample is acid base concept questions with multiple choice two-tier in table
2.
Table 2. A sample question an acids and bases diagnostic test two tier
Tier
A sample three-tier question
First tier
1) Every compound containing H is an acidic compound, such as
HCN, HNO3, HCl, NH3, CH3COOH, H2SO4
Second tier
a. True
b. False
Reason:
a. Acid is a substance that when dissolved in water produces
H+ ions according to Arrhenius.
b. CH3COOH is a base because it contains OH-.
c. NH3 is not acid, but base, according to Lewis because it
has electron pair
d. NH3 is the only compound containing H in its structure
which is alkaline
Results and Discussion
The results of the assessment toward students 'conceptual understanding using
multiple choice two tier assessment are described from the percentage of students'
correct answers on both tier and the first tier. Afterward, it is ranked from highest to
lowest by category score. The percentages of correct answers were given by the
students on both the tiers and one tier of the given test was described in following
table 3.
Table 3. Percentage of the correct answer on both tiers and one tier
Question Number
Both Tiers
Only First Tier
1
49%
49%
2
44%
44%
3
26,67%
6%
4
52%
39%
5
57%
4%
6
4%
41,3%
7
59%
25%
8
66,7%
9,3%
9
82,7%
9,3%
10
33,33%
62,67%
11
10,67%
59%
12
4%
1,3%
13
1,3%
4%
14
34,7%
56%
15
30,7%
5,33%
The findings obtained from the results of the student's answers using multiple choice
two tier test of 47% or there are 7 questions answered correctly on both tiers with
low category, 47% or there are 7 questions answered correctly on both tiers with
medium category, and only 1 question which is answered correctly on both tiers with
high category. From the percentage of students' answers with this test model
obtained the results of the majority in the category of low and medium because the
form of two tier questions is a form of new questions tested to students. Therefore,
739
Lisa Ariyanti Pohan and Syahwin
there is still confusion about this test model. Acquisition score of student concept
comprehension can be seen in table 4 as follows:
Table 4. Percentage of students' concept comprehension level
Criteria
Percentage
High
0%
Medium
53%
Low
47%
From table 4 above, it can be seen that none of the students gained the level of
understanding in the high category. While in the medium category, there are 40
students from 75 students or 53% who are at the level of medium understanding
and there are 35 students or 47% who are at the level of low understanding.
The following are submitted some questions very low of acquisition correct answers
of students on both tiers and first tier, e.g. 3.4, 12, 13 and 15.
Table 5. The question of item number 3
A sample three-tier question
3) H2PO4-is a base specie
a. True
Second tier
b. False
Reason:
a. H2PO4- produces H+ ion when dissolved in water
b. H2PO4- is base and cannot be explained by Arrhenius theory
c. H2PO4-is base because accepts proton from H2O explained
by Bronsted Lowry theory
d. H2PO4- is base because negative charged
Tier
First tier
The question number three, students answered correctly on both tiers is 26,67%
and on the first tier 6%. The acquisition of students’ answer on this number is very
low. This is due to the understanding of the acid base concept Bronsted Lowry has
not been comprehensive, all this time in learning, teachers just give an ordinary
example like HCl which conjugate base is Cl -. But, when given the example HS-, is it
acid or base this species according to Bronsted Lowry acid? Then, the students are
still confused to answer it. Actually, the answer can be acid or can be base depend
on whether HS- receives protons or gives protons. If HS-accepts proton, it will be
base, conjugate acid is H2S but, if HS- donates proton, it will be acid, conjugate base
is S2-. To embed students' understanding of the concept of conjugate acid base, it is
necessary to have many variations of complex questions and not too easy.
Tier
First tier
Second tier
Table 6. The question of item number 6
A sample three-tier question
6) Reaction Na2O and SO3 involves reaction of oxide ion is O2– from
solid Na2O and gas SO3. Then, Na2O is base and SO3is acid:
a. True
b. False
Reason:
a. Na2O and SO3 is acid because containing oxygen as main
element in acid substance according to Lavoiser
b. Na2O is base because containing Na is alkaline and SO3is
acid because containing S.
c. Na2O is basic because it donates electron and SO3 is acidic
because it receives electron based on Lewis theory.
740
Proceedings of The 7th Annual International Conference (AIC) Syiah Kuala University and The 6th International
Conference on Multidisciplinary Research (ICMR) in conjunction with the International Conference on Electrical
Engineering and Informatics (ICELTICs) 2017, October 18-20, 2017, Banda Aceh, Indonesia
d.
Na2O is acidic because it donates electron and SO is basic
because it receives electron based on Lewis theory.
The question number six, students answered correctly on both tiers is just 4% and
on the first tier 41,3%. The acquisition of students’ answer on this number is very
low, although there is 41,3% answered correctly on the first tier. This question asks
about the mastery of Lewis acid concept. The mastery of the Lewis acid concept in
senior high school level is still not profound, sometimes just enough to know
definition, but not Lewis acid base reaction. Learning Lewis's acid-base concept
needs to be prepared with the mastery of Lewis notation writing because the
concept of Lewis acid base involves the transfer of electrons.
Table 7. The question of item number 12 and 13
A sample three-tier question
12) Among the following compound : HClO4 0,2 M ; HCl 0,02 M ;
CH3COOH 0,2 M (Ka = 1,8 x 10-5) which have the lowest pH is
HCl
Second tier
a. True
b. False
Reason:
a. CH3COOH 0,2 M because it is acid weakest
b. HCl 0,02 M because the concentration is the lowest
c. HClO4 0,2 M is strong acid and its concentration is more
concentrated than HCl
d. Another reason:
First tier
13) Concentration of H+ ion in following substances: HF, HCl, HCN,
HBr are same
a. True
b. False
Second tier Reason:
a. Those are equally acid group valence one
b. In water ionized to be H+ ion valence one
c. It is only HCl which is different concentration H+ ion because
only HCl which is strong acid
d. HF and HCN are weak acid and not completely ionized in
water, so that concentration H+ ion was determined by acid
ionization constant.
Tier
First tier
The question number twelve, students answered correctly on both tiers is just 1,3%
and on the first tier 4%. The question number thirteen, students answered correctly
on both tiers is just 4% and on the first tier 1,3%. The question number twelve and
thirteen verify students’ understanding about acid strength and conclude pH
measurement result of several acid-base solution which are the same concentration.
In this concept, student mastery of the concept is still very low.
Tier
First tier
Second tier
Table 8. The question of item number 15
A sample three-tier question
15) When the soil condition is too acidic and do not support for plant
growth. So, the chemicals used to improve soil conditions are to
add lime CaO.
a. True
b. False
Reason :
a. CaO can change the acidity of the soil to a pH greater than 7
b. CaO is a base oxide compound that can neutralize the soil
741
Lisa Ariyanti Pohan and Syahwin
acidity
c. The acid conditions in the soil cannot be converted into base
d. CaO is oxide base element.
The question number fifteen, students answered correctly on both tiers is just 1.3%
and on the first tier 4%. This question verifies students’ understanding about
application of acid-base concept in life. Concept acquisition of this question is still
low.
The overall percentage of students' understanding of acid base concepts using two
tier diagnostic tests is 35 people or 47% in low category, 40 persons or 53%
medium category, while high category 0%. This shows that the ability of students to
understand the basic concept of acid base is still low in SMA 19 Medan Labuhan. This
could be due to students not so interested in chemistry lessons because the nature
of the chemistry lessons does require students' thinking skills, seriousness, and
thoroughness. In addition, the two-tier model is a new problem model so students
are not familiar with the assessment model.
Conclusions
Multiple choice two tier is a multiple-choice test of the latest model that function to
overcome the weakness of the usual multiple choice. While the interview model
assessment system takes a long time in its application. Multiple choice two-tier is
the development of new test models to obtain concept information that has been
obtained by students and alternative concepts that students have. For the
application of two tier instruments, students are not accustomed to using multiple
choice models of tier type and need time to train students to get used to them. It
can be seen from the results of the score of students score as much as 47% are low
understanding level and 53% are medium understanding level. While in the high
category none of the students was in the high understanding level.
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