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Fig. 2 Example of student's pre-concept map (refer to Appendix 2). Table 3. Descriptive analysis of the scores for electrolysis concept maps before and after treatment

Figure 2 Example of student's pre-concept map (refer to Appendix 2). Table 3. Descriptive analysis of the scores for electrolysis concept maps before and after treatment

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Table 1 Expert concept map construction procedures for Electrolysis concept (adapted from Ruiz-Primo et al., 2001)
Table 1 Expert concept map construction procedures for Electrolysis concept (adapted from Ruiz-Primo et al., 2001)
Fig. 1 Flowchart of the research.
Fig. 1 Flowchart of the research.
Table 2 Learning objectives for each laboratory activity propositions was obtained, representing 98.17% agreement. The kappa value obtained was 0.949. Thus, the kappa value is considered to indicate excellent agreement. If there is any discrepancy, discussions take place between the two appraisers until a final agree- ment has been reached. The scores were analysed and the level of students’ understanding was obtained based on the score compar ison made between pre- and post-intervention concept maps. conceptual understanding (Kaya, 2008; Ozmen et al., 2009; Burrows and Mooring, 2015).
Table 2 Learning objectives for each laboratory activity propositions was obtained, representing 98.17% agreement. The kappa value obtained was 0.949. Thus, the kappa value is considered to indicate excellent agreement. If there is any discrepancy, discussions take place between the two appraisers until a final agree- ment has been reached. The scores were analysed and the level of students’ understanding was obtained based on the score compar ison made between pre- and post-intervention concept maps. conceptual understanding (Kaya, 2008; Ozmen et al., 2009; Burrows and Mooring, 2015).
Fig. 3. Example of student's post-concept map (refer to Appendix 3).
Fig. 3. Example of student's post-concept map (refer to Appendix 3).
Table 4 Analysis of paired samples t-test
Table 4 Analysis of paired samples t-test
Table 6 Analysis of paired samples t-test
Table 6 Analysis of paired samples t-test
Table 5 Descriptive analysis of pre- and post-comprehension test on electrolysis HOTS
Table 5 Descriptive analysis of pre- and post-comprehension test on electrolysis HOTS
Table 7 Percentage of verbal unit according to the category of the think-aloud protocol for each student for concept maps before and after intervention Table 8 Total frequency of explanation (E) and monitoring (M) subcategories of think-aloud protocol pre- and post-concept map interventions of each respondent
Table 7 Percentage of verbal unit according to the category of the think-aloud protocol for each student for concept maps before and after intervention Table 8 Total frequency of explanation (E) and monitoring (M) subcategories of think-aloud protocol pre- and post-concept map interventions of each respondent
two sessions of the pre- and post-intervention concept map assessment than other students. For subcategory M.4 (review- ing the quality of a product), a pattern can be seen in the increasing frequency of all students for post-concept maps as compared to pre-intervention, except in students E and F. In fact, if scrutinised, students A and B (high achievers) show a number frequency that is much higher for the sub-category in the concept map assessment as compared to other students. decompose a non-electrolyte, for example naphthalene/this non- electrolyte cannot conduct electrical current
two sessions of the pre- and post-intervention concept map assessment than other students. For subcategory M.4 (review- ing the quality of a product), a pattern can be seen in the increasing frequency of all students for post-concept maps as compared to pre-intervention, except in students E and F. In fact, if scrutinised, students A and B (high achievers) show a number frequency that is much higher for the sub-category in the concept map assessment as compared to other students. decompose a non-electrolyte, for example naphthalene/this non- electrolyte cannot conduct electrical current
Table 10 Comparison of three assessments, which are the concept map score, the think-aloud protocol, and the HOTS Electrolysis comprehension test Conclusion who reported that students who obtained low concept map scores showed more conceptual errors than those who had high concept map scores in the think-aloud protocol interview.
Table 10 Comparison of three assessments, which are the concept map score, the think-aloud protocol, and the HOTS Electrolysis comprehension test Conclusion who reported that students who obtained low concept map scores showed more conceptual errors than those who had high concept map scores in the think-aloud protocol interview.
Table 9 Description of the explanation (E), and monitoring (M) subcategories as well as examples of verbal communications obtained
Table 9 Description of the explanation (E), and monitoring (M) subcategories as well as examples of verbal communications obtained
Assessment task concept map in laboratory activities
Assessment task concept map in laboratory activities
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