ABSTRACT
This study aims to analyze the chemical identity thinking of students in problem-based learning based on redox and electrochemistry concepts. The subjects of this study were a class of a senior high school in Bogor. A qualitative method was used through a chemical identity thinking test, class observation, interview and reflective journal writing. Learning was carried out with case studies relating to several chemicals and their applications. The learning process using problem-based learning affects students’ chemical identity thinking. The improvement of chemical identity thinking occurs in eight categories (functional usage, surface similarity, historically, substantialization, additivity, elementalism, structuralism, emergence), have been showed in student’s thinking process. Before the learning process, students focus only on objectivization and after the learning process other chemical identity thinking increases. The positive impact of the development of chemical identity thinking is that students can use their chemical knowledge to solve problems in everyday life.
