Influence of Problem Solving Based on Multiple Representations Model on Teaching and Learning of Chemistry on Student's Academic Self-efficacy and Student's Cognitive Achievement

Maria Tensiana Tima^1, and Hari Sutrisno^{1, 2}

¹Chemistry Education Master's and Doctoral Programs, Graduate School, Yogyakarta State University, Yogyakarta 55281, Indonesia

²Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Yogyakarta State University, Yogyakarta 55281, Indonesia

Cite this paper:
Maria Tensiana Tima and Hari Sutrisno. Influence of Problem Solving Based on Multiple Representations Model on Teaching and Learning of Chemistry on Student's Academic Self-efficacy and Student's Cognitive Achievement. American Journal of Educational Research. 2018; 6(7):887-892. doi: 10.12691/education-6-7-1

Abstract

The aim of the research was to investigate the difference of the mean value of student's academic self-efficacy and student's cognitive achievement between the application of problem-solving based on multiple representations model and problem-solving model regarding topic related chemical equilibrium. The method of research was quasi-experimental. The design of research was posttest only design with equivalent control group. Fifty students of State Senior High School in Yogyakarta, Indonesia were recruited for participation (sample) in the study which were divided into two groups. The experimental group consisted of 26 students (11 male and 15 female) and a control group consisted of 24 students (15 male and 9 female). The experimental group applied the problem-solving based on multiple representations model, while the control group applied the problem-solving model. The data were analyzed by using MANOVA-test statistics. Hypothesis test showed that there were differences of the mean value of student's academic self-efficacy and student's cognitive achievement between the experimental group and the control group on topic related chemical equilibrium. This result presented that the mean value of student's academic self-efficacy and student's cognitive achievement taught by the problem solving based on multiple representations model was better than by the problem solving model.

Keywords:
problem-solving multiple representations self-efficacy cognitive achievement

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