Pub Date : 2022-12-30DOI: 10.24114/jpkim.v14i3.39362
Suci Desmarani, M. Rusdi, H. Haryanto, Sugeng Triwahyudi
The active role of students is also very closely related to the confidence that students have in solving various problems and discovering concepts in chemical bonding material. This study aims to see the effect of the inquiry-flipped classroom model assisted by E-LKPD media on students' creative thinking abilities in chemical bonding material. The sample used was 2 classes at Al-Falah High School, Jambi City. The data collection instruments used were self-efficacy questionnaires and essay test questions. The results showed that there was an effect of E-LKPD on the inquiry-flipped classroom model on students' creative thinking abilities in chemical bonding material with a significance level of 0.027. Then students who have high self-efficacy with students who have low self-efficacy influence the ability to think creatively on chemical bonding material with a significance value of 0.04. Furthermore, there is no interaction between the E-LKPD in the inquiry-flipped classroom model and self-efficacy on students' creative thinking abilities in chemical bonding learning, which can be seen from the significance value of 0.694 > 0.05.
{"title":"The effect of E-LKPD on the inquiry-flipped classroom model and self-efficacy on students' creative thinking ability","authors":"Suci Desmarani, M. Rusdi, H. Haryanto, Sugeng Triwahyudi","doi":"10.24114/jpkim.v14i3.39362","DOIUrl":"https://doi.org/10.24114/jpkim.v14i3.39362","url":null,"abstract":"The active role of students is also very closely related to the confidence that students have in solving various problems and discovering concepts in chemical bonding material. This study aims to see the effect of the inquiry-flipped classroom model assisted by E-LKPD media on students' creative thinking abilities in chemical bonding material. The sample used was 2 classes at Al-Falah High School, Jambi City. The data collection instruments used were self-efficacy questionnaires and essay test questions. The results showed that there was an effect of E-LKPD on the inquiry-flipped classroom model on students' creative thinking abilities in chemical bonding material with a significance level of 0.027. Then students who have high self-efficacy with students who have low self-efficacy influence the ability to think creatively on chemical bonding material with a significance value of 0.04. Furthermore, there is no interaction between the E-LKPD in the inquiry-flipped classroom model and self-efficacy on students' creative thinking abilities in chemical bonding learning, which can be seen from the significance value of 0.694 > 0.05.","PeriodicalId":17697,"journal":{"name":"Jurnal Pendidikan Kimia","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91395176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.24114/jpkim.v14i3.40305
L. Purba
The implementation of the independent curriculum in high schools after the Covid-19 pandemic has become a challenge for teachers and education implementers because the demands of 21st century education must fulfill the 4C skills, one of which is critical thinking for male and female students. This research is a descriptive quantitative research, with a one group control posttest only research design, to analyze students' critical thinking skills in chemistry learning with an independent curriculum when viewed from gender differences. The population in this study is students senior high school in Jakarta, and the samples used in this study were 58 students consisting of 34 male students and 22 female students who were taken by random technique. Instrument test in this study was multiple choice questions consisting of 15 questions, which consisted of 3 sections according to Bloom's taxonomy, namely questions number 1-5 on C4, numbers 6-10 on C5 and numbers 11-15 on C6. The test instrument used is valid through the revision results according to the expert validator's input. The instruments used to obtain information regarding critical thinking skills were analyzed descriptively and the average male score was 56.67 (N=34), while for female it was 57.27 (N=22). Based on these data, the difference in critical thinking ability when viewed from gender differences is only 0.60 on a scale of 100 (Sig. <0.05). Furthermore, further test results show that there are differences in the critical thinking abilities of male and female students when learning chemistry in the independent curriculum.
{"title":"Analysis of critical thinking ability based on student gender through the implementation of independent curriculum in chemistry learning","authors":"L. Purba","doi":"10.24114/jpkim.v14i3.40305","DOIUrl":"https://doi.org/10.24114/jpkim.v14i3.40305","url":null,"abstract":"The implementation of the independent curriculum in high schools after the Covid-19 pandemic has become a challenge for teachers and education implementers because the demands of 21st century education must fulfill the 4C skills, one of which is critical thinking for male and female students. This research is a descriptive quantitative research, with a one group control posttest only research design, to analyze students' critical thinking skills in chemistry learning with an independent curriculum when viewed from gender differences. The population in this study is students senior high school in Jakarta, and the samples used in this study were 58 students consisting of 34 male students and 22 female students who were taken by random technique. Instrument test in this study was multiple choice questions consisting of 15 questions, which consisted of 3 sections according to Bloom's taxonomy, namely questions number 1-5 on C4, numbers 6-10 on C5 and numbers 11-15 on C6. The test instrument used is valid through the revision results according to the expert validator's input. The instruments used to obtain information regarding critical thinking skills were analyzed descriptively and the average male score was 56.67 (N=34), while for female it was 57.27 (N=22). Based on these data, the difference in critical thinking ability when viewed from gender differences is only 0.60 on a scale of 100 (Sig. <0.05). Furthermore, further test results show that there are differences in the critical thinking abilities of male and female students when learning chemistry in the independent curriculum.","PeriodicalId":17697,"journal":{"name":"Jurnal Pendidikan Kimia","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81926777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.24114/jpkim.v14i3.39348
D. Perwitasari, Adinata Shafi Wahyudi Suwarno, Muhammad Nauli Rizqi Akbar
Graphene is the latest carbon-based nanomaterial with wide applications and has superiority in electrical, thermal, and high conductivity properties. This study aims to synthesize and characterize reduced graphene oxide (rGO) from corncob waste using the modified Hummer method. which was carried out by removing the NaNo3 material. This synthesis used corncob waste that was made into charcoal with a particle size of 100 mesh with an oxidation time of 5 days. Structural analysis of rGO used Fourier Transform Infa Red (FTIR) and X-ray diffraction (XRD) testing. The results of FTIR testing showed a wave peak at 1568.82 cm-1 with C=C bonds which indicated that rGO was formed. The XRD test results showed a diffractogram peak at an angle of 2θ ~ 24.6635 which is typical of rGO materials.
{"title":"Synthesis and characterization of reduced graphene oxidation from corn cob waste","authors":"D. Perwitasari, Adinata Shafi Wahyudi Suwarno, Muhammad Nauli Rizqi Akbar","doi":"10.24114/jpkim.v14i3.39348","DOIUrl":"https://doi.org/10.24114/jpkim.v14i3.39348","url":null,"abstract":"Graphene is the latest carbon-based nanomaterial with wide applications and has superiority in electrical, thermal, and high conductivity properties. This study aims to synthesize and characterize reduced graphene oxide (rGO) from corncob waste using the modified Hummer method. which was carried out by removing the NaNo3 material. This synthesis used corncob waste that was made into charcoal with a particle size of 100 mesh with an oxidation time of 5 days. Structural analysis of rGO used Fourier Transform Infa Red (FTIR) and X-ray diffraction (XRD) testing. The results of FTIR testing showed a wave peak at 1568.82 cm-1 with C=C bonds which indicated that rGO was formed. The XRD test results showed a diffractogram peak at an angle of 2θ ~ 24.6635 which is typical of rGO materials.","PeriodicalId":17697,"journal":{"name":"Jurnal Pendidikan Kimia","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87487925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.24114/jpkim.v14i3.39935
Marnida Yusfiani, Ahyani Ridhayani Lubis, Fuadaturrahmah Fuadaturrahmah, Mei Salwa Siregar
This study aims to get a value of the effectiveness of students in learning analytical chemistry. The subjects carried out in this study were 30 Tanjungbalai Polytechnic students. The method used is to analyze the pre-test and post-test as well as data on the frequency distribution of the G factor. From the results of the study it can be concluded as follows 1). The value of the pre-test results showed that out of 30 students there was 1 person (3.33%) with the highest score with a score of 74. For 29 people (97.67%) were declared not to have passed because the score was below 74. 2). The standard deviation value is 6.33 with a variance of 40.110. 3). the posttest score of 5 people with the highest score of 90 with a percentage of 16.67%, and 83.33% showed a score below 90 and passed the PBL Chemistry Analysis lesson. The conclusion from the results of the increased learning outcomes in the analytical chemistry course was obtained that the g factor value was 0.56 in the moderate category and a percentage of 56.16% in the quite effective category.
{"title":"The effectiveness of analytical chemistry problem based learning model on student learning outcomes","authors":"Marnida Yusfiani, Ahyani Ridhayani Lubis, Fuadaturrahmah Fuadaturrahmah, Mei Salwa Siregar","doi":"10.24114/jpkim.v14i3.39935","DOIUrl":"https://doi.org/10.24114/jpkim.v14i3.39935","url":null,"abstract":"This study aims to get a value of the effectiveness of students in learning analytical chemistry. The subjects carried out in this study were 30 Tanjungbalai Polytechnic students. The method used is to analyze the pre-test and post-test as well as data on the frequency distribution of the G factor. From the results of the study it can be concluded as follows 1). The value of the pre-test results showed that out of 30 students there was 1 person (3.33%) with the highest score with a score of 74. For 29 people (97.67%) were declared not to have passed because the score was below 74. 2). The standard deviation value is 6.33 with a variance of 40.110. 3). the posttest score of 5 people with the highest score of 90 with a percentage of 16.67%, and 83.33% showed a score below 90 and passed the PBL Chemistry Analysis lesson. The conclusion from the results of the increased learning outcomes in the analytical chemistry course was obtained that the g factor value was 0.56 in the moderate category and a percentage of 56.16% in the quite effective category.","PeriodicalId":17697,"journal":{"name":"Jurnal Pendidikan Kimia","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88727592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Plastic waste is a major environmental problem due to its widespread presence and lack of economic value. Pyrolysis is a process that can decompose plastic waste and produce methane gas, liquid, and solid products. This study aimed to investigate the factors that affect methane gas production and the amount of methane gas produced during the pyrolysis of various plastics, including a black plastic bag and plastic with aluminium foil. The results showed that the aluminium foil plastic produced more methane gas than the black bag, with optimal gas content at 7.74% for the aluminium foil plastic and 3.48% for the black bag. The type of plastic, time, and temperature all significantly affected the yield of methane gas produced. In addition, the interaction between variables in plastic type, time and temperature greatly affects the yield of methane gas (CH4) obtained, because the type of plastic F count (2904) is higher than F table 0.05 (4.00), at temperature F count (5449) is greater than F table 0.05 (2.76), when F count (746) is greater than F table 0.05 (2.76). In conclusion, the snack foil produced more methane gas than the black bag because it was made of low-density polyethylene and contained aluminium ions that catalysed the decomposition of the material, resulting in an increase in the amount of methane gas produced.
{"title":"The effect of temperature and pyrolysis time of plastic waste in producing methane","authors":"Holisha Widiyanto, Boima Situmeang, D. Prastiwi, Ninik Triayu Susparini, Isna Laitusholihah","doi":"10.24114/jpkim.v14i3.38984","DOIUrl":"https://doi.org/10.24114/jpkim.v14i3.38984","url":null,"abstract":"Plastic waste is a major environmental problem due to its widespread presence and lack of economic value. Pyrolysis is a process that can decompose plastic waste and produce methane gas, liquid, and solid products. This study aimed to investigate the factors that affect methane gas production and the amount of methane gas produced during the pyrolysis of various plastics, including a black plastic bag and plastic with aluminium foil. The results showed that the aluminium foil plastic produced more methane gas than the black bag, with optimal gas content at 7.74% for the aluminium foil plastic and 3.48% for the black bag. The type of plastic, time, and temperature all significantly affected the yield of methane gas produced. In addition, the interaction between variables in plastic type, time and temperature greatly affects the yield of methane gas (CH4) obtained, because the type of plastic F count (2904) is higher than F table 0.05 (4.00), at temperature F count (5449) is greater than F table 0.05 (2.76), when F count (746) is greater than F table 0.05 (2.76). In conclusion, the snack foil produced more methane gas than the black bag because it was made of low-density polyethylene and contained aluminium ions that catalysed the decomposition of the material, resulting in an increase in the amount of methane gas produced.","PeriodicalId":17697,"journal":{"name":"Jurnal Pendidikan Kimia","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74807604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.24114/jpkim.v14i3.39788
Nurul Rahmiah Fitri, M. Rusdi, Muhammad Haris Effendi-hasibuan
One of the models whose learning syntax matches the science process skill component and students' argumentation ability is the inquiry model. Inquiry models have been widely applied, such as Guided Inquiry Based Learning (GIBL), and modified, such as the Argument Driven Inquiry (ADI) and Argumentative Inquiry Blended Learning (AIBL) learning models, where the ADI and AIBL learning models in the learning syntax have been integrated with argumentation activities. The purpose of this study was to examine the effect of learning models and students' science process skills on students' argumentation ability. The research design used a 3 x 2 factorial design with a mixed method. The results showed that: (1) there was an effect of argumentation-oriented learning on the inquiry learning models on students' argumentation ability; (2) there is an effect of science process skill level on students' argumentation ability; and (3) there is no interaction between argumentation-oriented learning on the inquiry learning models and the level of science process skill on students' argumentation ability.
{"title":"The effect of argumentation-oriented learning models, inquiry-based learning models and science process skills on students' argumentation ability in chemistry","authors":"Nurul Rahmiah Fitri, M. Rusdi, Muhammad Haris Effendi-hasibuan","doi":"10.24114/jpkim.v14i3.39788","DOIUrl":"https://doi.org/10.24114/jpkim.v14i3.39788","url":null,"abstract":"One of the models whose learning syntax matches the science process skill component and students' argumentation ability is the inquiry model. Inquiry models have been widely applied, such as Guided Inquiry Based Learning (GIBL), and modified, such as the Argument Driven Inquiry (ADI) and Argumentative Inquiry Blended Learning (AIBL) learning models, where the ADI and AIBL learning models in the learning syntax have been integrated with argumentation activities. The purpose of this study was to examine the effect of learning models and students' science process skills on students' argumentation ability. The research design used a 3 x 2 factorial design with a mixed method. The results showed that: (1) there was an effect of argumentation-oriented learning on the inquiry learning models on students' argumentation ability; (2) there is an effect of science process skill level on students' argumentation ability; and (3) there is no interaction between argumentation-oriented learning on the inquiry learning models and the level of science process skill on students' argumentation ability.","PeriodicalId":17697,"journal":{"name":"Jurnal Pendidikan Kimia","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88319308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-15DOI: 10.24114/jpkim.v14i2.34029
Ratu Evina Dibyantini, Aura Fitriani Harahap
This study aims to (1) obtain i-spring-based media teaching materials from Project Based Learning which meet the criteria for content eligibility, language eligibility, and presentation eligibility under the National Education Standards Agency (BSNP), and (2) know the increase in student learning outcomes after using i-spring-based media Project Based Learning. The type of research used is Research and Development (R&D), which has been modified as needed. This research was conducted on students of class XII IPA 4 at Senior High School in Indonesia in the academic year 2021/2022, separately purposive sampling. The results showed that: 1) The developed i-spring-media based on Project Based Learning on the material of alkane derivative compounds meets the BSNP criteria, with the result: material feasibility is 3.31 and media feasibility is 3.51. It means the criteria are valid and do not need to be revised; 2) The developed media can improve student learning outcomes with an N-gain of 0.52 medium category.
本研究旨在:(1)从Project Based Learning获得符合国家教育标准局(BSNP)内容合格、语言合格和演示合格标准的基于i-spring的媒体教材;(2)了解使用基于i-spring的媒体项目基础学习后学生学习成果的提高。所使用的研究类型是研究与开发(R&D)，已根据需要进行了修改。本研究以印度尼西亚2021/2022学年的高中XII IPA 4班学生为研究对象，分别进行目的抽样。结果表明:1)基于Project based Learning开发的基于烷烃衍生物材料的i-spring介质满足BSNP标准，其结果为:材料可行性为3.31，介质可行性为3.51。这意味着标准是有效的，不需要修改;2)发达的媒体可以提高学生的学习成果，媒介类别的n增益为0.52。
{"title":"Developing the i-spring media based on project based learning model on the alkane derivatives topic","authors":"Ratu Evina Dibyantini, Aura Fitriani Harahap","doi":"10.24114/jpkim.v14i2.34029","DOIUrl":"https://doi.org/10.24114/jpkim.v14i2.34029","url":null,"abstract":"This study aims to (1) obtain i-spring-based media teaching materials from Project Based Learning which meet the criteria for content eligibility, language eligibility, and presentation eligibility under the National Education Standards Agency (BSNP), and (2) know the increase in student learning outcomes after using i-spring-based media Project Based Learning. The type of research used is Research and Development (R&D), which has been modified as needed. This research was conducted on students of class XII IPA 4 at Senior High School in Indonesia in the academic year 2021/2022, separately purposive sampling. The results showed that: 1) The developed i-spring-media based on Project Based Learning on the material of alkane derivative compounds meets the BSNP criteria, with the result: material feasibility is 3.31 and media feasibility is 3.51. It means the criteria are valid and do not need to be revised; 2) The developed media can improve student learning outcomes with an N-gain of 0.52 medium category.","PeriodicalId":17697,"journal":{"name":"Jurnal Pendidikan Kimia","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81379936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-15DOI: 10.24114/jpkim.v14i2.33574
Jacky Anggara Nenohai, S. Rahayu, I. Dasna
This study intends to determine (1) the relevance of the practicum e module to the curriculum in chemistry learning; (2) the validity of the chemistry practicum e-module from various applications; and (3) the effectiveness of the application of the Ethnoscience-integrated chemistry practicum e-module in chemistry learning. This study uses the Systematic Literature Review (SLR) method using online article databases, namely ERIC and Google Scholar, which are limited to the last 5 years. The articles reviewed were 15 articles according to the topic. The results of the review show that the practicum e-module is in line with the curriculum in chemistry learning. Not to mention, practicum guides that go hand in hand with the times are very essential to be developed so that students can adapt well and learning becomes efficient with the current developing era. So, it is important to develop an electronic integrated practicum guide that creates balance between hard skills and soft skills in the curriculum concept. The validity of the chemistry practicum e-module from various applications in the implementation of online and offline practicum can be accepted by teachers and students, so that the teaching and learning process in proving theories in terms of practicum can be prepared. Especially in the future pandemic crisis, it is necessary to develop students' scientific literacy in terms of content, competence, context, and attitudes that are focused on preparing the next generation of scientific literacy through a culture-based curriculum to produce more contextual learning.
{"title":"Validity and effectiveness of chemical practicum e-modules of various applications with ethnoscience approach in chemical learning: Analysis review","authors":"Jacky Anggara Nenohai, S. Rahayu, I. Dasna","doi":"10.24114/jpkim.v14i2.33574","DOIUrl":"https://doi.org/10.24114/jpkim.v14i2.33574","url":null,"abstract":"This study intends to determine (1) the relevance of the practicum e module to the curriculum in chemistry learning; (2) the validity of the chemistry practicum e-module from various applications; and (3) the effectiveness of the application of the Ethnoscience-integrated chemistry practicum e-module in chemistry learning. This study uses the Systematic Literature Review (SLR) method using online article databases, namely ERIC and Google Scholar, which are limited to the last 5 years. The articles reviewed were 15 articles according to the topic. The results of the review show that the practicum e-module is in line with the curriculum in chemistry learning. Not to mention, practicum guides that go hand in hand with the times are very essential to be developed so that students can adapt well and learning becomes efficient with the current developing era. So, it is important to develop an electronic integrated practicum guide that creates balance between hard skills and soft skills in the curriculum concept. The validity of the chemistry practicum e-module from various applications in the implementation of online and offline practicum can be accepted by teachers and students, so that the teaching and learning process in proving theories in terms of practicum can be prepared. Especially in the future pandemic crisis, it is necessary to develop students' scientific literacy in terms of content, competence, context, and attitudes that are focused on preparing the next generation of scientific literacy through a culture-based curriculum to produce more contextual learning.","PeriodicalId":17697,"journal":{"name":"Jurnal Pendidikan Kimia","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80041921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-15DOI: 10.24114/jpkim.v14i2.33756
M. Yusuf, Ahmad Kamil Nasution
Acetalization of 2-methylbenzaldehyde is a type of reaction that occur by reacting 2-methylbenzaldehyde with methanol. Meanwhile, the catalyst used in the reaction is an acid catalyst. This research was conducted to determine the pathway of the intermediate reaction mechanism that is most likely to produce 2-methylbenzaldehyde acetal product. The software used in this research is HyperChem 8.0, 6-31G* basis sets, with the ab initio method. Before being calculated, the molecular structure is drawn with a 2-dimensional view. After that, the molecular structure is converted into a 3D view and geometry optimization is carried out. The results obtained are in the form of optimized energy from the structure of reactant 2-methylbenzaldehyde, several intermediate products, and product 2-methylbenzaldehyde acetal.
{"title":"An ab initio study of the reaction mechanism of 2-methylbenzaldehyde acetalization with methanol","authors":"M. Yusuf, Ahmad Kamil Nasution","doi":"10.24114/jpkim.v14i2.33756","DOIUrl":"https://doi.org/10.24114/jpkim.v14i2.33756","url":null,"abstract":"Acetalization of 2-methylbenzaldehyde is a type of reaction that occur by reacting 2-methylbenzaldehyde with methanol. Meanwhile, the catalyst used in the reaction is an acid catalyst. This research was conducted to determine the pathway of the intermediate reaction mechanism that is most likely to produce 2-methylbenzaldehyde acetal product. The software used in this research is HyperChem 8.0, 6-31G* basis sets, with the ab initio method. Before being calculated, the molecular structure is drawn with a 2-dimensional view. After that, the molecular structure is converted into a 3D view and geometry optimization is carried out. The results obtained are in the form of optimized energy from the structure of reactant 2-methylbenzaldehyde, several intermediate products, and product 2-methylbenzaldehyde acetal.","PeriodicalId":17697,"journal":{"name":"Jurnal Pendidikan Kimia","volume":"54 18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83312924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-15DOI: 10.24114/jpkim.v14i2.32911
Meli Sartika Silaban, Selly Aprilia Nisa, S. Silaban, J. Sianturi
Learning media is a tool that is inseparable from the learning process in the world of education, especially in the current era of the media world which is increasingly utilizing media innovation. This research is a development research that aims to develop hydrocarbon chemical media. The development method used is ADDIE (Analysis, Design, Development, Implementation, Evaluation) which is modified by the researcher so that in this development research, only four stages are carried out, namely analysis, design, development and evaluation. The validation of the developed hydrocarbon chemical media was managed on a Likert scale of 1-4 by five expert validators, namely chemistry lecturers and teachers. The results of the analysis from the validation by expert validators on the feasibility of hydrocarbon chemical media according to the BSNP (National Education Standards Agency) modified with SETS eligibility are the content feasibility aspect of 3.58 (89.50 %); language feasibility aspect 3.68 (92.00%); presentation feasibility aspect 3.49 (87.25%); aspects of the feasibility of graphics 3.41 (85.25%); the feasibility aspect of implementing SETS 3.41 (85.25%). The average score of validation by the five validators is 3.54 with valid criteria and a presentation of 86.80% in a very feasible category. Based on the results of the validation of the hisrocarbon chemic media, it was concluded that the hydrocarbon chemical media was in accordance with the feasibility of the BSNP (National Education Standards Agency) modified with SETS eligibility and showed that the SETS-based hydrocarbon chemic media (chemistry comic) was very suitable to be used as a learning medium on hydrocarbon material.
{"title":"The development of sets-based chemic media on hydrocarbon material","authors":"Meli Sartika Silaban, Selly Aprilia Nisa, S. Silaban, J. Sianturi","doi":"10.24114/jpkim.v14i2.32911","DOIUrl":"https://doi.org/10.24114/jpkim.v14i2.32911","url":null,"abstract":"Learning media is a tool that is inseparable from the learning process in the world of education, especially in the current era of the media world which is increasingly utilizing media innovation. This research is a development research that aims to develop hydrocarbon chemical media. The development method used is ADDIE (Analysis, Design, Development, Implementation, Evaluation) which is modified by the researcher so that in this development research, only four stages are carried out, namely analysis, design, development and evaluation. The validation of the developed hydrocarbon chemical media was managed on a Likert scale of 1-4 by five expert validators, namely chemistry lecturers and teachers. The results of the analysis from the validation by expert validators on the feasibility of hydrocarbon chemical media according to the BSNP (National Education Standards Agency) modified with SETS eligibility are the content feasibility aspect of 3.58 (89.50 %); language feasibility aspect 3.68 (92.00%); presentation feasibility aspect 3.49 (87.25%); aspects of the feasibility of graphics 3.41 (85.25%); the feasibility aspect of implementing SETS 3.41 (85.25%). The average score of validation by the five validators is 3.54 with valid criteria and a presentation of 86.80% in a very feasible category. Based on the results of the validation of the hisrocarbon chemic media, it was concluded that the hydrocarbon chemical media was in accordance with the feasibility of the BSNP (National Education Standards Agency) modified with SETS eligibility and showed that the SETS-based hydrocarbon chemic media (chemistry comic) was very suitable to be used as a learning medium on hydrocarbon material.","PeriodicalId":17697,"journal":{"name":"Jurnal Pendidikan Kimia","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89452981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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