Conceptual knowledge in stoichiometry's problem solving

Abstract

This descriptive quantitative study aims to assess the level of student’s problem-solving achievement in their conceptual knowledge of stoichiometry. A total of 71 students from two different schools in one district were chosen as respondents in this study. The data was obtained from a set of two-tier tests named ‘Ujian Tahap Penguasaan Stoikiometri Kimia’ or UTPSK. It consists of six questions purposed to measure the three components in chemistry knowledge, which are macroscopic level, microscopic level and also symbolic level. The result of the study showed that the students’ achievement level for the macroscopic level was a moderate while for both microscopic and symbolic level was weak. The result also indicated that the students’ misconception appeared at each level of their conceptual knowledge. It is hoped that the results from this research can provide meaningful input towards students’ learning and contribute to the importance of conceptual knowledge to boost the ability of students problem-solving in chemistry.