CONDITIONAL KNOWLEDGE IN STOICHIOMETRY’S PROBLEM SOLVING

Abstract

Conditional knowledge highlights the ways of solving the problem in a real-life setting. Everyday life
applies open-ended questions and students need to link conceptual, procedural, and conditional
knowledge to solve the problem. Thus, this qualitative research approach assesses the conditional
knowledge of stoichiometry’s problem-solving among high school students in Sabah. A total of 172
students from five different schools selected as respondents. The data obtained from one part of an
open-ended test named ‘Stoichiometry’s Achievement Level Test’ or UTPSK. There are three
categories of implementing conditional knowledge among the students, which are good conditional
knowledge, moderate conditional knowledge, and low conditional knowledge. The result shown
majority students fall into low implementing of conditional knowledge. Furthermore, students’
alternative framework appeared on each of the questions. It hopes that the findings of this research
will provide useful insight into learning for the students and it contributes to the value of conditional
knowledge to improve the ability of the students to solve problems in chemistry.