International Journal of Academic Research in Business and Social Sciences

search-icon

Displaying A Macroscopic View of Phase Transition Using A Concrete Model

Open access
This study is intended to develop a concrete model, namely the Fountain of Phase (FOP), in order to assist the students’ understanding of phase transition at a macroscopic representation. The FOP model is built based on the ADDIE instructional design model, consisting of Analysis (A), Design (D), Development (D), Implementation (I), and Evaluation (E) phases. A panel of educational experts from Sultan Idris Education University (UPSI) has been appointed to evaluate the usability of the FOP model. The results show that the FOP model obtained a high percentage of agreement, exceeding 70% for the aspects of usefulness, suitability, design, and user-friendly properties. As a conclusion, this study has developed a concrete teaching aid that is valid and usable for the phase transition topic. It is also recommended to solicit feedback from the students in the future.

Castillo, M. (2013). The Scientific Method : A Need for Something Better?. American Journal of Neuroradiology, 34(9), 1669 – 1671.
Farida, I., Helsy, I., Fitriani, I., & Ramdhani, M. (2017). Learning Material of Chemistry in High School Using Multiple Representation. Paper presented at the 2nd Annual Applied Science and Engineering Conference, Bandung, Indonesia. Retrieved from https://iopscience.iop.org/article/10.1088/1757-899X/288/1/012078/pdf
Geyer, M. (2016). Using Interlocking Toy Building Blocks To Assess Conceptual Understanding In Chemistry. Journal of Chemical Education, 94(2), 202–205.
Hadenfeldt, J., Liu, X., & Neumann, K. (2015). Framing students’ progression in understanding matter: a review of previous research. Studies in Science Education, 50(2), 181–208.
Ibrahm, D. & Harun, A. (2020). Behaviour of Gas Simulator: Using Smartphones to Learn Submicroscopic Level Chemistry. Jurnal Dunia Pendidikan, 2(2), 110-122.
Jessica, C., & Saronom, S. (2021). Development of Sets-Based Chemistry Teaching Materials and Student Responses To Teaching Materials on Hydrocarbon Materials. Journal Scientia, 11(1), 2301 – 0059.
Kapur, S. (2018). Module : Teaching Aids: Non-conventional and Modern. MHRD Govt. of India.
Li, W., Arshad, Y. (2014). Wait-Time and Multiple Representation Levels in Chemistry Lessons, The Malaysian Online Journal of Education, 2(2), 45-53.
Maarten, W., Peter, R., Henny, P., & Ton, J. (1998). Advances In Learning And Instruction Series : Learning With Multiple Representations. Elsevier Science Ltd.
Malaysian Ministry of Education. (2012). Chemistry Fom 4, 5 Curriculum Specification KBSM. Putrajaya: Curriculum Development Department, Malaysian Ministry of Education.
Malaysian Ministry of Education. (2012). Chemistry Form 4 Curriculum Specification KBSM. Putrajaya: Curriculum Development Department, Malaysian Ministry of Education.
Malaysian Ministry of Education. (2012). Science Form 1, 2, 3, 4 Curriculum Specification KBSM. Putrajaya: Curriculum Development Department, Malaysian Ministry of Education.
Nandkumar, N. (2014). Plasma – The Fourth State Of Matter. International Journal of Scientific & Technology Research, 3(9), 2277-8616.
Polit, D. F., & Beck, C. T. (2006). The Content Validity Index : Are You Sure What’s Being Reported? Critique and Recommendations. Research In Nursing Heath, 29(5), 489-97.
Treagust, D., Chittleborough, G. & Mamiala, T. (2010). The Role of submicroscpic and symbolic representations in chemical explainations. International Journal of Science, 25(11), 1353-1368.
Wei, S., Liu, X., Wang, Z., & Wang, X. (2012). Using Rasch Measurement To Develop a Computer Modeling-Based Instrument To Assess Students’ Conceptual Understanding of Matter. Journal of Chemical Education, 89(3), 335-345.
Yaseen, Z., & Aubusson, P. (2018). Exploring Student-Generated Animations, Combined with a Representational Pedagogy, as a Tool for Learning in Chemistry. Res Sci Educ, 50, 529-548.