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Name Of Group :
1. Nora (18030194017)
2. Laili muflihatin (18030194042)
3. Arina Sukma Tanjung Asri (18030194059)
4. Iktifaul Ulya (18030194091)
PROBLEM FORMULATION
This journal is talking about using demonstration in chemistry class especially in oxidation
and reduction concept. The purpose of this study is to examine how teaching and learning
chemistry using demonstration influences students’ understanding of the topic of oxidation-
reduction and its related concepts. The concept of oxidation and reduction is one of the most
important concept within the topic of chemical reaction taught in middle school but students think
that it is very difficult to understand this concept. Based on this condition, so the writer decided to
investigate the educational effectiveness of using demonstration in the context of teaching and
learning the concept of oxidation and reduction. The use of demonstration is one of numerous
pedagogical interventions that have been adopted for enhancing students’ interest. According to
Chiappetta and Koballa (2002) and Shakhashiri (1992), well prepared and properly presented
demonstration have the potential to enhance students’ understanding of chemistry concepts. Using
demonstration can make students more understand about the concept because students can see it
by themselves, not only theory. This study is very important because it can improve teaching and
learning method in the future so students will be more attractive, more understand, feel free and
happy to study in the class.
1. Opening demonstration: Steel wool in a copper sulfate solution and copper in a silver nitrate
solution.
2. Various metals in a solution of other metallic ions in order to demonstrate and discuss the
electrochemical row.
3. Electrolysis of a copper chloride solution.
4. Electrolysis of water – by using Hoffman's apparatus
The participants of this study consisted of two groups : an experimental group and a control
group each consisting of two classes. All four classes (8th grade) were from the same high school
in an Arab educational sector located in the northern part of Israel. Both groups had similar
achievement scores and both had a heterogeneous distribution of achievement levels according to
a mapping test in chemistry. Experimental group studied oxidation and reduction using
demonstration method but control group studied oxidation and reduction without demonstration
method. Both groups were taught by an experienced chemistry teacher.
RESULT
The result from this study is experimental group is more dynamic and have more question
were asked. Moreover, in the experimental group more active student-teacher interaction during
the demonstration lessons were detected than in the tradisional lessons. Each student received a
grade between one and five, with a higher grade indicating that the student perceived the
demonstrations as being more efficient and important for learning.
CONCLUSION
This study shows that the use of demonstrations helps students to better understand the
redox reaction and electrolysis concept. And the result is compatible with Sweeder and Jeffery’s
(2013) finding that demonstrations, if planned properly, and if they are effectively integrated into
the learning of concepts, have potential to play in students developing a deep and rich understand
of chemical concepts. Demonstration sessions were found to promote thinking skills and to enable
students to think more creatively. This method helps students to more undertand and more interest
in learning chemistry about redox and electrolysis processes. So we can conclude that
demonstrations are useful for facilitating and developing learning, since they promote student
interest in the lessons and provide teachers with a greater variety of pedagogical tools. We can
explain that by the fact that demonstrations can make the lesson livelier and make teaching and
learning of science more enjoyable and interesting, leading to better understanding. Therefore, we
suggest extending this strategy to other subjects in chemistry as well as to other disciplines.