The use of conceptual change text (CCT) based teaching materials to improve multiple ability of pharmaceutical chemical representation students

• Main Authors: Sukmawati, Wati, Kadarohman, Asep, Sumarna, Omay, Sopandi, Wahyu
• Format: Conference Proceeding
• Language: English
• Subjects: Educational materials; Oxidation; Pharmacy; Representations; Students
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0102578

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 covariance analysis using multiple representations of students' scores as covariates. 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 37.78% 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.