Conceptual Knowledge in Stoichiometry’s Problem Solving
Salina Binti Abdullah Sangguro1, Johari Bin Surif2, Nor Hasniza Binti Ibrahim3

1Salina Binti Abdullah Sangguro, Bahagian Tajaan Pendidikan, Kementerian Pelajaran Malaysia, Aras, Blok Jalan Usahawan Cyberjaya, Selangor Darul Ehsan, Malaysia.
2Johari Bin Surif, Faculty of Science and Humanities, Universiti Teknologi Malaysia, UTM Johor Bahru, Johor, Malaysia.
3Nor Hasniza Binti Ibrahim, Faculty of Science and Humanities, Universiti Teknologi Malaysia, UTM Johor Bahru, Johor, Malaysia.
Manuscript received on 26 June 2019 | Revised Manuscript received on 09 July 2019 | Manuscript Published on 17 July 2019 | PP: 405-411 | Volume-8 Issue-2S July 2019 | Retrieval Number: B10590782S19/2019©BEIESP
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Abstract: This descriptive quantitative study aims to assess the level of student’s problem-solving achievement in their conceptual knowledge of stoichiometry. A total of 71 students from two different schools in one district were chosen as respondents in this study. The data was obtained from a set of two-tier tests named ‘Ujian Tahap Penguasaan Stoikiometri Kimia’ or UTPSK. It consists of six questions purposed to measure the three components in chemistry knowledge, which are macroscopic level, microscopic level and also symbolic level. The result of the study showed that the students’ achievement level for the macroscopic level was a moderate while for both microscopic and symbolic level was weak. The result also indicated that the students’ misconception appeared at each level of their conceptual knowledge. It is hoped that the results from this research can provide meaningful input towards students’ learning and contribute to the importance of conceptual knowledge to boost the ability of students problem-solving in chemistry.
Keywords: Chemistry Problem Solving; Macroscopic Level; Microscopic Level; Symbolic Level; Stoichiometry; Two-Tier Questions.
Scope of the Article: Service Level Agreements (Drafting, Negotiation, Monitoring and Management)