Wati Sukmawati, Asep Kadarohman, Omay Sumarna, Wahyu Sopandi
This study analyzes the effect of text-based concept-based teaching (CCT) on changes in the concepts of first-semester pharmacy students in understanding various chemical representations of the concepts of reduction and oxidation (redox). In this study, data were obtained from the results of the pretest and posttest of students' understanding of chemical concepts in multiple representations. This test is given to 50 first-semester pharmacy students. The experimental group consisted of 25 students who received CCT-based teaching materials, and the control group consisted of 25 students who received conventional teaching materials. After the study data were analyzed using two-way covanance analysis using multiple representations of students' scores as covanates. The results showed that the students in both groups had the same initial knowledge of redox both the control class and the experimental class, while the final knowledge showed that in the experimental class, the understanding of redox concepts with multiple representations increased by 3778% with an N-Gain value of 0, 4, while the control class only increased by 13.68% with an N-Gain value of 0.1. Based on the results of this study, it can be concluded that the use of CCT-based teaching materials can improve students' understanding of redox concepts in multiple representations. © 2022 American Institute of Physics Inc.. All rights reserved.
Science Education, Universitas Pendidikan Indonesia, Jl. Dr. SetiabudhiNo. 229, West Java, Bandung, 40154, Indonesia; Pharmacy, University of Muhammadiyah Prof. Dr. Hamka, Jl. Delima IIGg. 4, RT.9/RW.3, Malaka Sari, Kec. Duren Sawit, Jakarta, 13460, Indonesia
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