Student Misconception In Chemistry: A Systematic Literature Review
DOI:
https://doi.org/10.47750/pegegog.14.02.28Keywords:
Chemistry, misconceptions, systematic literature review, VOSviewerAbstract
This research is a systematic literature review study that aims to explore the evidence in publications that report on the types of misconceptions experienced by students in learning chemistry by providing types of students' chemical misconceptions based on levels and obtaining the correct formulation of misconceptions so that they can be used as a basis for overcoming them. The collected publications came from Scopus-indexed publications in journals, Conference Proceedings, Books, and Book Series from 2006 to 2021. Data analysis used was thematic analysis and data extraction and publication selection procedures using the PRISMA modification method, which consisted of four phases: identification, screening, eligibility, and inclusion. The linkages between all the literature with misconceptions were analyzed using VOSviewer software to visualize bibliometrics. There are four chemical materials with the most misconceptions experienced by students: chemical equilibrium with seven studies, covalent bonds with six studies, acid-base theory with five studies, and materials and their classifications with five studies. Countries actively researching misconceptions are the United States, Turkey, Taiwan, South Korea, Ireland, England, Colombia, Macedonia, India, Thailand, Slovakia, Indonesia, Spain, Malaysia, Finland, and Ukraine. The research findings provide an overview of chemical materials that students often experience misconceptions about and the types of misconceptions about these chemical materials.
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