Remediation Of Students’ Misconception Based On Their Learning Style Through Guided Conceptual Change Strategies In The Concept Of Electrochemistry

The problem of misconception in Chemistry is a very serious thing. Misconceptions that occur in the students’ early learning, will become the source of misconceptions on the next material. This study will attempt to reduce or remedy such misconception through Guided Conceptual Change in the concept of electrochemistry, by paying more attention to the individuals’ learning style. Therefore, the purpose of this study is to identify the change in the students’ cognitive structure during this remediation process. The method used in this study is a mixed method which is a combination of qualitative and quantitative methods. The source of data for this study is two students selected from 90 students having high level of misconception in electrochemistry, who have balanced visualverbal capability. The change in the remediation process is identified from the verbal and writing response to the questions and the body language given by the students. Overall, this study provides an illustration that the change in the cognitive structure of students occurs through several stages. Those stages are 1. Validation of students’ misconception, 2. Creation of conflict condition, 3. Giving aid to achieve equilibrium, and 4. Reconstruction of the real concept understanding. Keywords—Remediation, Guided Conceptual Change, Learning Style, Electrochemistry