Students’ preconceptions of the context of magnetic media lubricants and the related chemical contents

Abstract

This study aims to analyze students’ preconceptions regarding the context of magnetic media lubricants and chemical content related to the context, as the basis for didactic design development that can teach technological aspects in high school chemistry learning. Descriptive research methods are used in explaining the results of the research obtained. This study involved 40 students from one of the high schools in the city of Bandung. The preconception test questions are based on a magnetic media lubrication enrichment book that was previously developed by researchers, which contains the context of magnetic media lubricants with chemistry contents are transition metals, chemical bonds, and intermolecular forces. Student answers are analyzed using a frequency distribution to categorize the criteria of conceptual understanding of each question and the answers are analyzed for errors to show learning obstacles that might arise in learning. In general, the results show that students still have a limited understanding. Therefore, it is necessary for educators to develop a didactic design based on the findings of student learning obstacles so as to be able to integrate technology in science learning comprehensively and optimally.