Tritiyatma Hadinugrahaningsih, Rahma Esi Andina, Lingga Restu Munggaran, Yuli Rahmawati
This research explores students’ alternative conceptions about electrolyte and non-electrolyte solutions. Data collection was carried out using a two-tier diagnostic test and in-depth interviews. Ten questions of a two-tier diagnostic test were validated using item validation and construct validation. The result of this research showed that 18,31% of students had alternative conceptions about electrolyte and non-electrolyte solutions, 16,54% students had alternative conceptions chemical bonding and its impact on electricity, and 16,01% students had alternative conceptions about the phase of a compound and its impact on electricity. This result indicates that students' alternative conceptions can be obtained through students' experiences and observations, the term used by the teacher and students, the book, or the way students develop their knowledge. The finding of this research provides teachers to know the sources of alternative conceptions that may occur among students, and how to prevent it. Copyright©2020 by authors, all rights reserved.
Department of Chemistry Education, Faculty of Mathematics and Sciences, Universitas Negeri Jakarta, Indonesia
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