The Development of Structured Inquiry Based Module on Chemistry Learning: Its Impact on Students’ Mental Models

Abstract

Mole concept is an essential part of chemistry learning and has been the prerequisite to learning other chemistry concepts. The learning source has not yet completely connected the three representations levels. The inability to connect the three levels of representations might affect students' learning outcomes and mental models. This study aims to determine the effect of structured inquiry-based modules on students' mental models of the mole concept. The design of a study is Randomized Control Group Postest Only Design. There were 141 students from two Senior High Schools in Padang recruited as the samples of the study. The instruments are two-tier mental diagnostic tests and semi-structured interviews. The model category of students' mental model on mole concept in experimental group I demonstrates that the level target was 34.29%, Intermediate 3 was 60%, and Intermediate 2 was 5.71%. Control group I shows that the target level was 28,57%, Intermediate 3 was 45.71%, and Intermediate 2 was 25.71%. Meanwhile,experimental group 2 shows that the level target was 22.86%, Intermediate 3 was 71.43%, and Intermediate 2 was 5.71%. Control group II had the following categories, the level target was 14.29%, Intermediate 3 was 62.86%, and Intermediate 2 was 22.86%. The result of the t-test on hypotheses reveals that the mental model of the mole concept in the experimental group was higher than the control group of both schools. Hence, it can be said that the module affects students' mental models of mole concepts in both schools.