Abstract

JUSNAR, Jusniar; EFFENDY, Effendy; BUDIASIH, Endang  and  SUTRISNO, Sutrisno. The Effectiveness of the "EMBE-R" Learning Strategy in Preventing Student's Misconception in Chemical Equilibrium. Educ. quím [online]. 2021, vol.32, n.2, pp.53-73.  Epub Oct 11, 2021. ISSN 0187-893X.  https://doi.org/10.22201/fq.18708404e.2021.2.75566.

This study has been carried to compare the effectiveness of EMBE-R (Engage, Modification, Building concept, Evaluation-Reflection) and verification strategies in preventing misconceptions in Chemical Equilibrium (CE). This study involved into two groups of students majoring in Natural Sciences from senior high school one located in South Sulawesi, Indonesia. The two groups have been fulfilled the homogeneity requirements. One group consisting of thirty-five students was taught using EMBE-R strategy. Another group, also consisting of thirty-five students, was taught using verification strategy. Student's misconceptions were identified using a three-tier diagnostic instrument on CE (TT-DICE). The effectiveness of the two strategies was also examined based on student's Scientific Reasoning Ability (SRA). Student's SRA was measured using the Classroom Test of Scientific Reasoning (CTSR) developed by Lawson. The descriptive analysis used to compare the number of misconceptions held by students in both groups. The study indicated that students who were taught with the EMBE-R strategy had four misconceptions, while the verification had nine-teen misconceptions. Besides, both in the two levels of SRA, i.e., high and low level, EMBE-R strategy is more effective in preventing misunderstandings than verification strategy. Thus, the EMBE-R strategy is more effective in preventing misconceptions in CE than verification strategy.

Keywords : EMBE-R strategy; verification; misconception; chemical equilibrium.

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