Enhancing Chemistry Education In The Digital Era: The Role Of Self-Efficacy In Addressing Students’ Misconceptions  On Acid–Base Concept

Nola Putri Erza; Lilit Rusyati; Rika Rafikah Agustin

Authors

Nola Putri Erza Indonesian education university
Lilit Rusyati Indonesian education university
Rika Rafikah Agustin Indonesian education university

Keywords:

Self-Efficacy, Misconceptions, Acid-Base, Digital Learning, Four-Tier Diagnostic Test.

Abstract

This study examines the relationship between self-efficacy and misconceptions in acid–base chemistry among seventh-grade students (n=121) in digital learning contexts. A correlational mixed- methods design used validated self-efficacy questionnaires (α=0.89) and four-tier diagnostic tests (reliability=0.87). Results showed that although 45% of students reported high self-efficacy, misconceptions remained substantial (32.8%), especially in identifying acid-base solutions (42.36%), indicator behavior (53.72%), and pH interpretation (46.28%). A moderate positive correlation emerged between self-efficacy and misconceptions (r=0.52, p<0.01), strongest among middle achievers (r=0.61). Notably, 42.1% of high-self-efficacy students held multiple misconceptions, indicating a confidence– misconception paradox associated with passive digital content use. Interview data revealed that highly confident students often relied on superficial online explanations, while lower-confidence students showed greater metacognitive awareness. Self-efficacy dimensions explained 31.4% of misconception variance (R²=0.314, p<0.001). Findings suggest that self-efficacy in digital learning requires calibration, supported by targeted misconception-based instruction, refutational approaches, digital literacy, and metacognitive scaffolding.

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