Optimizing Chemical Compound Analysis Courses: Strategies Overcome Obstacles of Problem-Solving Barriers Using the Moodle Multiple Representation Approach
Try Hartiningsih (a*), Aida Fikriyah (b), Dina Fatin Nafisah (c)

a,b,c) Science Education, University of Trunojoyo Madura
Jalan Raya Telang PO BOX 2 Kamal, Bangkalan Jawa Timur 69162
*try.hartiningsih[at]trunojoyo.ac.id

Abstract

Chemical compound analysis courses involve three levels of representation: macroscopic, microscopic, and symbolic. Students often struggle to solve problems in these courses due to the abstract and complex concepts. In this context, teachers play a crucial role as facilitators. However, teachers often encounter various challenges in implementing this multiple representation approach. This study aimed to analyze the difficulty of problem-solving in chemical compound analysis courses using the multiple representation approach using Moodle. Data were obtained through observations and questionnaires distributed to 50 students taking the chemical compound analysis course. A total of 10 descriptive problem-solving questions were distributed offline. Based on the results of the questionnaire analysis, it was found that learning outcomes in the chemical compound analysis course were quite good. In this study, teachers tended to focus more on the macroscopic, microscopic, and symbolic representation approaches in chemical compound analysis courses.

Keywords: Chemical compound analysis- muultiple representation- problem solving

Topic: Chemistry and Chemistry Education