Multiple representation: The teacher’s perception in chemistry learning

Abstract

This study aimed to explore the teacher’s perception of multiple representation in chemistry learning. The research design in this study was descriptive qualitative study. The participant in this study consisted of six chemistry teachers from several senior high schools in Indonesia. The semi-structured interviews were used for data collection. Each sample was asked about their perceptions of multiple representations in chemistry learning process. Data were analyzed by coding which were then grouped into themes. In this study, the researcher find that the teacher has actually applied chemical representations in chemistry learning, but the teacher is not yet familiar with the term of multiple representations in chemistry. Then, representations level that are often applied by teachers in learning chemistry are symbolic and macroscopic representations. Meanwhile, submicroscopic representations are still difficult to apply by teachers in chemistry learning process.