Analysis of student concept understanding on the material of buffer solution using three-tier test assisted by multiple representation teaching materials

Abstract

Abstract This research is a mix method research with the design of sequential explanatory strategy. This research aims to know and describe students’ conceptual understanding of buffer solution material and to get student response to teaching material of multiple representation buffers (macroscopic, submicroscopic, and symbolic). Research subjects were 114 students from eleven grade of natural science class (XI MIPA 3, XI MIPA 4, and XI MIPA 5), state senior high school 12 (SMA Negeri 12) Semarang, Indonesia, academic year 2017/2018. Quantitative data was collected through a diagnostic test in the form of three-tier multiple choice test totaling 20 items and questionnaires to find out the student’s response to multiple representation of teaching materials. Qualitative data is obtained by interview to confirm student answers. Multiple representation materials validated by three validators and received very excellent results with an average score of 190.33 from 212. The average score of the questionnaire was 30.026 with a proper category, and Alpha Cronbach reliability was 0.884. The results of this study indicate that the understanding of the concept of students on the material of buffer solution as much as 47.061% understand, 29.868% less understood, 12.763% misconception, and 10.307% do not understand.