Development of the learning management process to enhance the chemistry learning achievement and conceptual comprehension on organic chemistry using the Posner's approach with design-based research

Abstract

The research objectives were: 1) to study misconceptions in organic chemistry; 2)  to design and develop a learning process to promote learning achievement and conceptual comprehension by applying Posner's approach in accordance with the design-based research method; and 3) to study the results from the implementation of the learning process to promote learning achievement and conceptual comprehension by applying Posner's approach in accordance with the design-based research method. The samples were 52 students in Grade 12 (25 students for the experimental group and 27 students for the control group). The research instruments were: 1) lesson plans based on the Posner approach with design-based research; 2) general lesson plans; 3) an organic chemistry achievement test; and 4) an organic chemistry conceptual comprehension test. The data were analyzed using the mean, standard deviation, skewness, kurtosis, multivariate analysis of variance (MANOVA), and HotellingT². The research findings were: 1) there were nine misconceptions in organic chemistry; 2) the learning process development  to enhance organic chemistry achievement and conceptual comprehension based on the Posner approach with design-based research had four conditions: (i) not understanding in terms of learning, (ii) teaching for conceptual understanding, (iii) linking new concepts to the original concept, and (iv) the expansion of concepts to learn to solve new problems or situations. Furthermore, the learning process in classroom should be a competitive situation; 3) organic chemistry achievement and conceptual comprehension scores of the students in the experimental group were significantly higher than for the control group at a level of 0.05. In addition, the organic chemistry achievement and conceptual compre- hension post-test scores of students in the experimental group were significantly higher than the pre-test scores at a level of 0.05.