Bertha Yonata, Suyono, Utiya Azizah
Conceptual understanding is often interpreted only as a low-level thinking ability. Even though understanding a concept is the foundation of all thinking skills, both low-level and high-level. A routine problem in understanding concepts is the occurrence of misconceptions, which remains a crucial thing to resolve. It is inseparable from the case of understanding the concept of chemistry students in the concept of catalysts in kinetics, which is still not in accordance with the understanding of the concept agreed upon by chemists. This study aims to map shifts in student conceptions with online discussion learning activities. This study used a one-group pretest-posttest design method with 63 students from August to December 2021. The pretest and posttest used a four-tier diagnostic test with 5 sets of questions related to catalysts. After the pretest, students carried out learning with class discussion method activities for 5 meetings, which were held online because it was in the COVID-19 pandemic outbreak. Even though online learning activities have many obstacles, positive results were obtained. Data analysis of pretest and posttest results found that 11.11% of students experienced constant negative and negative changes, while 88.89% experienced a dominance of positive changes that remained positive. These results show that online class discussion activities can still provide positive results related to students' understanding of concepts. © 2024 Author(s).
Universitas Negeri Surabaya, Kampus Ketintang Unesa, Jawa Timur, Surabaya, Indonesia
