Implementation of learning cycle 5E through cognitive dissonance strategy based on multiple representations to reduce student’s misconceptions in salt hydrolysis Available to Purchase

Chemistry is conceptual and real, so it creates a lot of misconceptions that are resistant and difficult to change, but can be minimized. This study aims to describe implementation of Learning Cycle 5E model through Cognitive Dissonance strategy based on multiple representations to reduce misconceptions on salt hydrolysis. This research is a quantitative study with a research design using quasi-experimental and One Group Pre-test Post-test design. The research sample consisted of 25 students of class XI MIPA 4 at SMAN 2 Malang. This study used a three tier test diagnostic test of 25 questions that adopted from previous researcher so that its validity and reliability have been tested. The results showed that the average percentage of salt hydrolysis misconceptions decreased after learning activities. The results of analysis of student’s misconceptions in the pretest were 32% and experienced a reduction to 23% in posttest results. This indicated that Learning Cycle 5E through Cognitive Dissonance strategy based on multiple representations is able to minimize the percentage of student’s misconceptions on the salt hydrolysis topic.