JTK (Jurnal Tadris Kimiya)
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Development of Interactive E-Workbook Based on Peer-Led Team Learning on Collaboration Skills and Critical Thinking in Basic Chemistry Concept
Get PDFMany students struggle to understand chemistry because it is abstract, conceptual, and involves numerous mathematical operations. Collaboration skills are needed for students to develop collaborative and critical thinking as part of 21st century life skills. This study aims to develop an interactive e-workbook based on PLTL (Peer-Led Team Learning) that meets the criteria of being valid, practical, and effective against collaboration and critical thinking skills. This research is an ADDIE-based development research with analysis, design, development, implementation, and evaluation stages. Limited trials were conducted on students in basic chemistry classes. The validation results show that e-workbook is valid, practical, and effective. The results of limited trial showed that collaboration skills improved in the good category with average score is 75%, and critical thinking skills improved in the medium category with average score is 0.33. It shows that the interactive e-workbook based on the PLTL model can improve collaboration and critical thinking skills and can be used to solve problems in group discussions with the help of an expert leader
Development of Intertextual-Based E-Book on the Concept of Buffer Solution
Get PDFStudents are necessary to understand macroscopic, sub-microscopic, and symbolic representations levels in buffer solution concept. The research aims to develop the intertextual-based e-book on the concept of buffer solution. The study is part of the research and development plan for creating teaching materials. Stages of research are conducted as follows research and information collecting, planning, and developing the preliminary form of product. Based on the result, the product of teaching material has characteristic, which is connecting the three levels of chemical representation on the buffer solution concept. Due to their visualization character and multiple representational relationship, interactive e-books demonstrate the power and value of modeling, learning, and assessment perspectives. Intertextual e-books potential to be implemented as teaching materials in buffer solution concepts
Problem-Based Learning with Multilevel Representation: A Strategy to Master the Ionic Equilibrium in Solution Concepts
Get PDFMastery of abstract chemistry concepts requires learning strategies to facilitate students to make mental imagery to the submicroscopic level. This study aims to analyze the differences in students' mastery of the ionic equilibrium in salt solutions concept by applying the Problem-Based Learning (PBL) model with multilevel representation. The study applied a quasi-experimental method with a pretest-posttest non-equivalent control group design. The research samples were 61 students of natural science 11th grade SMAN 6 Banjarmasin, which were determined by random cluster sampling. This test instrument is in the form of reasoned-multiple choice with a Content Validity Ratio (CVR) score of 1 (valid), reliability score of 0.96 (very high), difficulty index is moderate to difficult, distinguishing power is moderate to good, and sensitivity item is a sensitive category. Data were analyzed inferentially using an unpaired ttest. This research found that the PBL model with multilevel representation increased the students’ thinking ability at Higher Order Thinking Skills (HOTS) levels. The student's mastery of the ionic equilibrium in salt solutions concept learned by using the PBL model with multilevel representation was better than by using the PBL model
Proton Transfer: The First-Year Students’ Conceptual Understanding
Get PDFModern Chemistry education shows acid-base reactions by proton transfer with regard to Bronsted’s theory. Understanding how protons can be transferred by particles in solutions is quite challenging. The study aims to presents how university-first-year students are figuring out involved particles which take and give protons. Further, the enrolled participants in this study should explain how the process of proton transfer is running by selected particles but not by substances. Fifty-four students participated in this study that started from revealing participant’s experiences on their previous education at senior high school. Subsequently, researchers conducted a pretest, learning planning, and learning implementation, finally a posttest. Qualitative analysis is preferred to analyze students’ conceptions on particle level. The result shows us that there are two categories of participant’s difficulties. First is determining the involved particles either all particles or reacting particles. The difficulties dominate on mixing terminology of atoms, ions, and molecules, also on preferences of memorizing and calculating oxidation state for chemical equations. The subsequent difficulty is the proton transfer process that caused by participant’s failure on how they selected reacting particles. The systematic sequence on introducing and interpreting chemical equations has also presented as breakthrough. Â
Development of E-module Application Smartphone with Socioscientific Issue (SSI) in Biofuels
Get PDFThis research is motivated by the lack of ability of chemistry teachers to prepare online learning media that requires students to achieve 4.0 technological developments. This research aims to create a valid and practical socio-scientific issue-based learning media. The development of this socioscientific-based e-module is carried out by applying the ADDIE (analysis, design, development, implementation and evaluation) development model. The data collection technique used in product validation is the questionnaire method. Theoretical validation in this study was carried out by expert lecturers, chemistry teachers, and peer reviewers. The validation of expert lecturers is described descriptively to the criticisms and suggestions given. Based on the validation result of the chemistry teachers and peer reviewers, respectively 88.8% and 87.9%, it was stated that the electronic module (e-module) was very eligible. The practicality of the e-module is known from the results of the student response questionnaire, which was a very eligible category. Based on the overall assessment results, the e-module product is feasible to be implemented in chemistry learning
Design of Science Process Skill-Based Intertextual Learning on Reaction Kinetics Concept
Get PDFThe study aims to design an intertextual learning strategy with Predict-observe-explain (POE) to develop students' science process skills. The research method is Research and Development (R&D) consist of material analysis, developing indicators of science process skills, and developing learning designs. The learning design was validated by five experts. Based on experts’ suggestion, intertextual-based learning activities involving three levels of chemical representation with POE learning steps to build the concept of the effect of the nature of the reactant and catalyst on reaction rates and develop students' science process skills. The strategy consists of five phenomena which are followed by three experiments and two videos as observation tools for the student. The explanation stages are guided by sets of guiding questions that involve multi-representation levels in that explanation. The product of this research is expected to be used as an alternative learning strategy that can be used by teachers to minimize the possibility of misconceptions that occur, increase mastery of concepts, and students' science process skills
The Effectiveness of E-Module on Buffer Solutions to Improve Students' Higher-Order Thinking Skills and Self-Regulated Learning
Get PDFThis study aims to determine the difference between Higher Order Thinking Skills (HOTS) and Students Self Regulated Learning (SRL) before and after using e-module based on the 7E (elicit, engage, explore, explain, elaborate, evaluate, and extend) learning cycle on the buffer solution material, and to determine the percentage of its effectiveness. The research use a quasi experiment with one-group pretest-posttest design. The subjects of this research were students of natural science 11th grade in one of senior high schools in Yogyakarta. The instrument used were test in the form of HOTS pretest-posttest description question and non-test in the form of self-regulated learning questionnaire. The data analysis technique used is Hotteling's T2 test. The results showed that the significance value was 0.000 < = 0.05, then H0 was rejected. There were differences in students' HOTS and SRL before and after using e-module based on the 7E learning cycle. The effectiveness of using e-module show by HOTS and SRL simultaneously (36.8%), HOTS (25.2%), and SRL (20.5%)
Development of Students’ Conceptual Understanding through STEAM Project Integration in Thermochemistry
Get PDFThis study aims to develop students' conceptual understanding by integrating the Science, Technology, Engineering, Art, and Mathematics (STEAM) project in thermochemistry. The qualitative research was employed with interviews, reflective journals, observations, students’ worksheets, and conceptual understanding tests on 40 students in senior high school. The STEAM project was implemented through a project-based learning model to develop students' understanding of exothermic and endothermic, combustion reactions, and enthalpy concepts. The STEAM project being developed is a steamship using three fuels: methanol, ethanol, and palm oil. The results showed that the student's understanding of enthalpy calculation had developed. Otherwise, the concept of exothermic, endothermic, and combustion reaction, especially related to applying the concept in daily life, is still undeveloped. Thus, some of the students experienced misconceptions. Therefore, the integration of contextual learning such as STEAM needs to be continuously applied to provide students with opportunities to develop their conceptual understanding and application in daily life
PENGEMBANGAN E-LEARNING BERBASIS SCHOOLOGY PADA MATERI KESETIMBANGAN ION DAN pH LARUTAN PENYANGGA KELAS XI SMA/MA
No full textThis study aims to develop a Schoology-based e-learning media and to find out the validity and response of users (teachers and students). The method used in this research was Research and Development (R&D) with the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The implementation stage was not carried out due to the limitations of the research. Validation tests carried out by material and media experts as well as limited trials on students and teachers were obtained using a questionnaire. The data analysis technique used was descriptive analysis. The validation results from material and media expert showed the percentage of 93.23% and 90.69% in the valid category. The results of trial by student and teacher responses showed the percentage of 94.40% and 93.12% in good category. The Schoology-based e-learning media on ion equilibrium and buffer solutions is valid and suitable for use in online learning. Kebutuhan akan adanya media pembelajaran yang sesuai tuntutan Abad 21 dan dapat memfasilitasi dan meningkatkan kualitas pembelajaran pada masa pandemi COVID-19 merupakan suatu urgensi yang tak terhindari. Melalui penelitian ini, tujuannya menghasilkan media e-Learning berbasis Schoology dan mengetahui validitas dan respon pengguna (guru dan peserta didik) dari produk yang dihasilkan guna dapat dimanfaatakan pada pembelajaran dalam jaringan. Penelitian mengacu pada metode R & D dengan model pengembangan ADDIE, yang meliputi tahapan analisis, desain, pengembangan, implementasi dan evaluasi. Data validasi ahli materi dan media serta data uji coba 1-1 dan respon guru diperoleh menggunakan instrumen penelitian berupa angket. Teknik analisis data yang digunakan adalah analisis deskriptif. Hasil validasi oleh ahli materi dan media menunjukkan persentase 93,23% dan 90,69% dengan kategori valid. Sedangkan hasil uji coba 1-1 oleh peserta didik dan respon guru menunjukkan persentase 94,40% dan 93,12% dengan kategori baik
Development of Pictorial-based Two-Tier Multiple Choice Misconception Diagnostic Test on Buffer Solutions
Get PDFThis research aims to develop a Pictorial-based Two-Tier Multiple Choice Misconception Diagnostic Test on Buffer Solutions. This research uses the Development and Validation method. The development steps in this method consist of test development (design); validity and reliability test; development of determination key; use of tests, and analysis of results. Based on the content validity test using the Content Validity Ratio (CVR) method, there are 24 items meet the content validity criteria. Based on the reliability test obtained Cronbach's Alpha value of 0.827 which indicates that the developed test is included in the acceptable category. It can identify high school students' misconceptions about the buffer solutions because the presence of pictures can help students understand the problems about the buffer solutions, and can provide an overview of their mental representations so that misconceptions are revealed more deeply