Conceptual Change of Prospective Chemistry Teachers Through the Implementation of Ps-Trilogi Learning Model on Chemical Kinetics

Abstract

This study was a pre-experimental design with One Group Pretest-Postest Design. This study aimed to determine the conceptual change and factors influenced of prospective chemistry teachers students after joining the course of Chemical Kinetics through the implementation problem solving-trilogy (PS-Trilogy) learning model. PS-Trilogy is one of the model focussing on the problem solving by learning concepts through ontology, epistemology and axiology aspects. The instrument used was a double tier two choices test of concepts on Chemical Kinetics equipped with Certainly of Response Index (CRI). The results showed that the average percentage reduction of students’ misconception (MC) for all concepts was 20.9%. The average ppercentages of students’ knowing concept (KC) improved 33.1%, and the average percentage of students’ unknowing concept (UKC) reduced 12.2%. Conceptual change of students was affected by externally and internally factors. Some recommendations were given based on the need by giving more detailed lesson plan as mentioned on the implementation planned in accordance with the learning model and intensive tutorials for the students related to the Chemical Kinetics.