Abstract
This study aimed to analyze students’ comprehension and misconception towards the topic of salt solubility both on the level of microscopic representation and understanding. This study utilized essay diagnostic test as instrument s and interview s based on a case study of 10 students in grade 11 at senior high school in Bogor who were given 8 questions regarding salt solubility. The results showed that there was a misconception, 40% of the students misled in drawing microscopically the system of salt and sugar solubility and 50% of the students incorrectly drew the system due to the absence of interaction between salt particle and water, while 10% of the students sketched correctly though it is difficult to notice the result of salt ionization on the solvent. Moreover, 80% of the students were unable to find a link between the alteration system of solvent equilibrium caused by additional salt with various solvents on the macroscopic concept of an insoluble salt equilibrium system and the effect of adding similar ions on the equilibrium system.
Highlights
Chemistry is a branch of discipline that studies materials in the universe that include changes in matter, interactions and energy related or caused by natural changes (Schaum, 2017; Oxtoby, 2001; Brady, 2000; Flowers, 2015; Megna, 2016)
Johnstone (1982) divides chemical phenomenon into three levels, namely the real macroscopic level that is visible to the eye, submicroscopic level which is real but cannot be seen directly without a microscope, and symbolic level that contains formulas, chemical equations, graphs and many others
Chemistry is not an easy subject to teach and learn both in middle and high level of education (Treagust, 2000; Ozmen & Yildirim, 2005). This is because the curriculum in Indonesia is overloaded; for instance, chemical subject is less associated with daily life
Summary
Chemistry is a branch of discipline that studies materials in the universe that include changes in matter, interactions and energy related or caused by natural changes (Schaum, 2017; Oxtoby, 2001; Brady, 2000; Flowers, 2015; Megna, 2016). We recognize the composition of substances and the use of chemicals both natural and artificial; we acknowledge the important processes on human being, not to mention our own body. It is an important part of our lives since it can be found in our food, drink, even our emotion and every object that we saw and touched notably by ourselves (Sanjay, 2016; O’ Dwyer & Childs, 2012). Chemistry is not an easy subject to teach and learn both in middle and high level of education (Treagust, 2000; Ozmen & Yildirim, 2005) This is because the curriculum in Indonesia is overloaded; for instance, chemical subject is less associated with daily life. Students tend to memorize chemical concepts in the description of words without being able to explain why and how the process of a substance experiences a reaction (Rahmawati, 2013; Sanchez, 2017)
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