ANALYSIS OF SELF-CONFIDENCE OF CHEMISTRY EDUCATION STUDENTS IN UNDERSTANDING REDOX CONCEPTS: OXIDATION NUMBERS, CHARGE, AND ELECTRON TRANSFER Elma Suryani (a)*, Tritiyatma H (b), Hayyun Lisdiana (b), Edith Allanas (b).
(a) Prodi Pendidikan Kimia, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Kota Jakarta Timur, Indonesia
*elmasuryani[at]unj.ac.id
(b) Prodi Pendidikan Kimia, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Kota Jakarta Timur, Indonesia
Abstract
This study aims to analyze the self-confidence of chemistry education students in understanding redox concepts, measured using the Redox Concept Inventory (ROXCI). The Redox Concept Inventory (ROXCI) instrument consists of 18 questions, each requiring students to indicate their confidence in their answers on a scale from 0 (just guessing) to 10 (completely sure). The confidence scale is included to help researchers understand the strength of students^ misconceptions and to demonstrate whether students seriously choose distractors representing their ideas. ROXCI was administered to first, second, third, and fourth-year chemistry education students. Group analysis was used to identify groups of students with similar response patterns based on total scores and average confidence on ROXCI. The research methodology employed was mixed methods with an explanatory design and post-positivism as the research paradigm. The study was conducted by collecting, analyzing, and integrating qualitative and quantitative data. The explanatory design (two-phase model) is a mixed methods design that involves collecting quantitative data first and then gathering qualitative data to explain the quantitative results. The research findings indicate the presence of three groups of students: a group with high scores and high confidence, a group with low scores and low confidence, and a group with low scores but high confidence. This research also demonstrates that there is a relationship between scores on understanding redox concepts and students^ self-confidence.
