Analyzing Students’ Generic Science Skills in Acid-Base Concepts.
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| Title: | Analyzing Students’ Generic Science Skills in Acid-Base Concepts. |
|---|---|
| Authors: | Kunusa, Wiwin Rewini1 wiwien.rewini_kimia@ung.ac.id, Pikoli, Masrid1 pikolimasrid@ung.ac.id, Isa, Ishak1 isi@ung.ac.id, Latjompoh, Masrah1 masralatjompoh@ung.ac.id, Yusuf, Frida Maryati1 fridamaryati@ung.ac.id, Mursalin, Mursalin1 mursalin@ung.ac.id, Lukum, Astin1 astinlukum@ung.ac.id |
| Source: | International Journal of Science, Mathematics & Technology Learning. Jun2026, Vol. 33 Issue 1, p271-288. 18p. |
| Subject Terms: | *Chemistry education, *Science education, *Educational evaluation, *Inquiry method (Teaching), Acid-base chemistry, Logic, Causality (Physics), Chemical formulas |
| Abstract: | This study assesses chemistry students’ generic science skills (GSS) in understanding acid-base concepts. These skills include the ability to observe, interpret symbolic language, apply logical frameworks, maintain logical consistency, understand cause-and-effect relationships, and make logical inferences, which are essential in comprehending fundamental chemistry topics. The study is conducted with two hundred chemistry students from Universitas Negeri Gorontalo, spanning four academic years, with a specially designed multiple-choice test assessing each of these aspects. Results indicate varied proficiency across skill areas. Students demonstrated moderate competence in direct observation (47.50%) and cause-and-effect skills (50.67%), while symbolic language (37.33%) and logical inference (28.50%) were weaker. Logical framework skills and logical consistency skills were 32.67% and 43.50%, respectively. A notable observation was the decline in skills during the third academic year, possibly due to curriculum complexity, which saw partial recovery in the final year. The findings highlight the need for instructional strategies that emphasize analytical and practical applications in acid-base chemistry to reinforce these skills. Enhanced pedagogy tailored to these skill deficits could improve students’ preparation for scientific inquiry and problem-solving, underscoring the importance of robust science education frameworks in higher education. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Science, Mathematics & Technology Learning is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194923244 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Analyzing Students’ Generic Science Skills in Acid-Base Concepts. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kunusa%2C+Wiwin+Rewini%22">Kunusa, Wiwin Rewini</searchLink><relatesTo>1</relatesTo><i> wiwien.rewini_kimia@ung.ac.id</i><br /><searchLink fieldCode="AR" term="%22Pikoli%2C+Masrid%22">Pikoli, Masrid</searchLink><relatesTo>1</relatesTo><i> pikolimasrid@ung.ac.id</i><br /><searchLink fieldCode="AR" term="%22Isa%2C+Ishak%22">Isa, Ishak</searchLink><relatesTo>1</relatesTo><i> isi@ung.ac.id</i><br /><searchLink fieldCode="AR" term="%22Latjompoh%2C+Masrah%22">Latjompoh, Masrah</searchLink><relatesTo>1</relatesTo><i> masralatjompoh@ung.ac.id</i><br /><searchLink fieldCode="AR" term="%22Yusuf%2C+Frida+Maryati%22">Yusuf, Frida Maryati</searchLink><relatesTo>1</relatesTo><i> fridamaryati@ung.ac.id</i><br /><searchLink fieldCode="AR" term="%22Mursalin%2C+Mursalin%22">Mursalin, Mursalin</searchLink><relatesTo>1</relatesTo><i> mursalin@ung.ac.id</i><br /><searchLink fieldCode="AR" term="%22Lukum%2C+Astin%22">Lukum, Astin</searchLink><relatesTo>1</relatesTo><i> astinlukum@ung.ac.id</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science%2C+Mathematics+%26+Technology+Learning%22">International Journal of Science, Mathematics & Technology Learning</searchLink>. Jun2026, Vol. 33 Issue 1, p271-288. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Chemistry+education%22">Chemistry education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Inquiry+method+%28Teaching%29%22">Inquiry method (Teaching)</searchLink><br /><searchLink fieldCode="DE" term="%22Acid-base+chemistry%22">Acid-base chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Logic%22">Logic</searchLink><br /><searchLink fieldCode="DE" term="%22Causality+%28Physics%29%22">Causality (Physics)</searchLink><br /><searchLink fieldCode="DE" term="%22Chemical+formulas%22">Chemical formulas</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study assesses chemistry students’ generic science skills (GSS) in understanding acid-base concepts. These skills include the ability to observe, interpret symbolic language, apply logical frameworks, maintain logical consistency, understand cause-and-effect relationships, and make logical inferences, which are essential in comprehending fundamental chemistry topics. The study is conducted with two hundred chemistry students from Universitas Negeri Gorontalo, spanning four academic years, with a specially designed multiple-choice test assessing each of these aspects. Results indicate varied proficiency across skill areas. Students demonstrated moderate competence in direct observation (47.50%) and cause-and-effect skills (50.67%), while symbolic language (37.33%) and logical inference (28.50%) were weaker. Logical framework skills and logical consistency skills were 32.67% and 43.50%, respectively. A notable observation was the decline in skills during the third academic year, possibly due to curriculum complexity, which saw partial recovery in the final year. The findings highlight the need for instructional strategies that emphasize analytical and practical applications in acid-base chemistry to reinforce these skills. Enhanced pedagogy tailored to these skill deficits could improve students’ preparation for scientific inquiry and problem-solving, underscoring the importance of robust science education frameworks in higher education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Science, Mathematics & Technology Learning is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18848/2327-7971/CGP/A198 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 271 Subjects: – SubjectFull: Chemistry education Type: general – SubjectFull: Science education Type: general – SubjectFull: Educational evaluation Type: general – SubjectFull: Inquiry method (Teaching) Type: general – SubjectFull: Acid-base chemistry Type: general – SubjectFull: Logic Type: general – SubjectFull: Causality (Physics) Type: general – SubjectFull: Chemical formulas Type: general Titles: – TitleFull: Analyzing Students’ Generic Science Skills in Acid-Base Concepts. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kunusa, Wiwin Rewini – PersonEntity: Name: NameFull: Pikoli, Masrid – PersonEntity: Name: NameFull: Isa, Ishak – PersonEntity: Name: NameFull: Latjompoh, Masrah – PersonEntity: Name: NameFull: Yusuf, Frida Maryati – PersonEntity: Name: NameFull: Mursalin, Mursalin – PersonEntity: Name: NameFull: Lukum, Astin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 23277971 Numbering: – Type: volume Value: 33 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Science, Mathematics & Technology Learning Type: main |
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