Pub Date : 2021-06-26DOI: 10.17977/um026v6i12021p001
R. Ulfa, Habiddin Habiddin, Y. Utomo
In this disruptive era, the success of teaching approaches that encourage students’ creativity and innovation is presented in students’ attained high-order thinking skills (HOTS). Consequently, the attainment of HOTS aids someone to avert negative things since they are capable of analyzing and evaluating their obtained information. Besides, HOTS also facilitates the process of students attaining knowledge, generating questions, properly interpreting information, and drawing a conclusion for an issue, with solid reasons, an open mind, and an effective means to communicate it. This article presents a theoretical study on the interactive instructional learning model and identifies its potential in accelerating students’ HOTS. It aims to introduce the interactive instructional model in chemistry learning. Further, this model can be adopted in a study with a more intensive evaluation of its empirical contribution to chemistry learning. The learning syntax for this model has been formulated for the Basic Chemistry Class 1. References Brookhart, S. M. (2010). How To Assess Higher Order thinking Skills in your classroom . Alexandria. Fearon, D. D., Copeland, D., & Saxon, T. F. (2013). The Relationship Between Parenting Styles and Creativity in a Sample of Jamaican Children. Creativity Research Journal , 25 (1), 119–128. https://doi.org/10.1080/10400419.2013.752287 Ghani, I. . B. ., Ibrahim, N. ., Yahaya, N. ., & Surif, J. (2017). Enhancing students’ HOTS in laboratory educational activity by using concept map as an alternative assessment tool. Chemistry Education Research and Practice , 18 (4), 849–874. https://doi.org/10.1039/C7RP00120G Habiddin, H., & Page, E. M. (2020). Probing Students’ Higher Order Thinking Skills Using Pictorial Style Questions. Macedonian Journal of Chemistry and Chemical Engineering , 39 (2), 251–263. https://doi.org/10.20450/mjcce.2020.2133 Habiddin, H., & Page, E. M. (2021). Examining Students’ Ability to Solve Algorithmic and Pictorial Style Questions in Chemical Kinetics. International Journal of Science and Mathematics Education , 19 (1), 65–85. https://doi.org/10.1007/s10763-019-10037-w Habiddin, H., & Page, E. M. (2018). Measuring Indonesian chemistry students’ Higher Order Thinking Skills (HOTS) in solving chemical kinetics questions. In Y. Rahmawati & P. C. Taylor (Eds.), Empowering Science and Mathematics for Global Competitiveness; Proceedings of the Science and Mathematics International Conference (SMIC 2018) (pp. 215–222). CRC Press Taylor & Francis. Heong, Y. M., Sern, L., Kiong, T. T., & Mohamad, M. (2016). The Role of Higher Order Thinking Skills in Green Skill Development . Herunata, H., Widarti, H. R., Amalia, R., Sulistina, O., Habiddin, H., & Rosli, M. S. bin. (2020). An analysis of higher order thinking skill (HOTs) in chemistry national examination for senior high school. AIP Conference Proceedings , 2215 (1), 20009. https://doi.org/10.1063/5.0000639 Horan, R. (2007). The Relationship Between Creativity and
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Pub Date : 2021-06-26DOI: 10.17977/um026v6i12021p026
Fika Tiara, Oktavia Sulistina
This study aims to develop valid and reliable chemical literacy assessment instruments based on PISA 2015. The development procedures carried out were 1) research and information collecting, 2) planning, 3) development preliminary form of product, 4) preliminary field testing, and 5) main product revision. Instrument of development result was validated(content validity and empirical validity). Content validity assessment data was obtained from the validity test results from two chemistry lecturers. Empirical validity test data were acquired from68 grade XI students as test subjects who came from five high schools in Malang. An empirical validity test was used to obtain the level of validity, reliability, discrimination index, difficulty level, and effectiveness of distractors of the items developed in the instrument. The instrument of development results consisted of 20 multiple choice items and 4 attitude questionnaires. The results of the content validity test indicated a valid instrument (the average score for the aspects of substance, construction, and language was 83.9). The results of the empirical validity test showed that multiple-choice items had a correlation value of 0.37-0.77, categorized as valid, and the reliability value was 0.86, classified as highly reliable. The discrimination index obtained was five items ranked as sufficiently good and 15 items categorized as good, while five items classified as easy item, 14 moderate items, and one difficult item, all distractors were functioning. The empirical validity test results in the form of an attitude questionnaire showed a correlation value of 0.65-0.69, so they were valid, and the reliability value was 0.59, classified as quite high criteria. Instrument development results proved to be valid and reliable, so it is feasible to be used to measure students' chemical literacy skills. References American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy: a project 2061 report . New York: Oxford University Press. Arikunto, S. (1993). Dasar-Dasar Evaluasi Pendidikan . Jakarta: Bumi Aksara. Bond, D. (1989). In Pursuit of Chemical Literacy: A Place for Chemical Reactions. Journal of Chemical Education, 66 (2), 157. Celik, S. (2014).Chemical Literacy Levels of Science And Mathematics Teacher Candidates. Australian Journal of Teacher Education, 39 (1), 1 – 15 Cigdemoglu, C., & Geban, O. (2015). Improving Students' Chemical Literacy Level on Thermochemical And Thermodynamics Concepts through Context-Based Approach. Chemistry Education Research And Practice, 16 , 302 – 317. Cigdemoglu, C., Arslan, H. O., & Cam, A. (2017).Argumentation to Foster Pre-Service Science Teachers' Knowledge, Competency, And Attitude on The Domains of Chemical Literacy of Acids And Bases. Chemistry Education Research And Practice, 18 (2), 288 – 303. Direktorat Pembinaan SMA. (2017). Panduan Penilaian oleh Pendidik dan Satuan Pendidikan Sekolah Menengah Atas . Jakarta: Kementerian
本研究旨在基于PISA 2015开发有效可靠的化学素养评估工具。进行的开发程序为:1)研究和信息收集，2)规划，3)产品初步形式的开发，4)初步现场测试，5)主要产品修订。对开发结果进行了验证(内容效度和经验效度)。内容效度评估数据来自两位化学讲师的效度测试结果。实证效度检验数据以来自玛琅市5所高中的68名11年级学生为测试对象。采用实证效度检验获得了量表所开发项目的效度、信度、辨别指数、难易程度和干扰因素的有效性。发展结果量表包括20个选择题和4个态度问卷。内容效度测试结果显示该量表为有效量表(内容、结构和语言方面的平均分为83.9分)。实证效度检验结果显示，多项选择题的相关值为0.37 ~ 0.77，为有效，信度值为0.86，为高信度。获得的辨别指标为5个“足够好”项目和15个“好”项目，5个“容易”项目、14个“中等”项目和1个“困难”项目，所有干扰因素都发挥了作用。以态度问卷形式进行的实证效度检验结果，相关值为0.65-0.69，为有效，信度值为0.59，属于较高标准。仪器开发结果证明是有效的、可靠的，因此用于学生化学素养技能的测试是可行的。美国科学促进会(AAAS)。(1993)。科学素养的基准:2061项目报告。纽约:牛津大学出版社。(1993)。Dasar-Dasar evaluaspendidikan。雅加达:Bumi Aksara。邦德，D.(1989)。追求化学素养:一个化学反应的地方。化学教育学报，66(2)，157。Celik, S.(2014)。科学与数学教师候选人的化学素养水平。张建军，张建军，张建军(2015).教师教育学报，39(1)，1 - 15。运用情境教学法提高学生热化学和热力学概念的化学素养。化学教育研究与实践，16,302 - 317。Cigdemoglu, C, Arslan, H. O.， & Cam, A.(2017)。论证培养职前科学教师在酸碱化学素养领域的知识、能力和态度。化学教育研究与实践，18(2)，288 - 303。Pembinaan SMA董事。(2017)。Panduan Penilaian oleh Pendidik dan Satuan Pendidikan Sekolah Menengah Atas。雅加达:Kementerian Pendidikan dan Kebudayaan RI。Kohen, Z.， Herscovitz, O.和Dori, Y. J.(2020)。如何提高化学素养?在线提问和与科学家交流。化学教育研究与实践，21(1)，250 - 266。keprofessional Guru dalam Menghadapi Pendidikan di Era Global。9月25日，马琅，汝鲁山KSDP FIP UM全国Makalah disajikan dalam研讨会。Mumba, F, and Hunter, W. J. F(2009)。高中化学课程中科学素养主题的代表性:以赞比亚为例化学教育研究与实践，10(3)，219 - 226。Naganuma, S.(2017)。日本公民科学素养的评估:一个更真实的评估任务和评分标准的发展。李建平，李晓明(2003).国际科学教育学报，7(4)，301 - 322。基本意义上的读写能力是科学素养的核心。科学教育，87(2)，224 - 240。经济合作与发展组织(OECD)。(2016)。PISA 2015评估和分析框架:科学、阅读、数学和金融素养。经济合作与发展组织(经合组织)。(2018)。PISA 2018结果综合执行摘要卷一，二和三。巴黎:经济合作与发展组织。奥斯本，j.f.(2010)。论证在科学中学习:合作、批判话语的作用。李海宇(2014).科学，328(5977)，463 - 466。Menuju Masyarakat Berliterasi Sains:希望之星2013。9月6日，马琅，Jurusan Kimia FMIPA UM，全国Kimia dan Pembelajarannya研讨会。Rahayu, S.(2017)。Mengoptimalkan Aspek Literasi dalam Pembelajaran Kimia Abad 21。全国Kimia研讨会，Jurusan Pendidikan Kimia FMIPA university，日惹，10月14日。Riduwan。(2011)。Belajar Mudah Penelitian: untuk Guru-Karyawan, dan Peneliti Pemula。 万隆:Alfabeta Riduwan。(2013)。Dasar-Dasar统计万隆:Alfabeta She, h.c.， Stacey, K.， and Schmidt, w.h.(2018)。科学和数学素养:改善学校教育的PISA。刘建军，刘建军，刘建军，等(2005).国际科学与数学教育学报，16(1)，1 - 5。高中化学教师参与化学素养操作意义界定的重要性。国际科学教育学报，27(3)，323 - 344。Thathong, R.， & Thathong, K.(2016)。工科学生化学素养测试的构建。土耳其科学教育学报，13(3)，185 - 198。联合国环境规划署(UNEP)。(2012)。21世纪的21个问题:环境规划署关于新出现的环境问题的前瞻进程的结果。内罗毕，肯尼亚:联合国环境规划署。Vogelzang, J.， admiral, W. F.， and van Driel, J. H.(2020)。Scrum方法论对学生批判性科学素养的影响:以绿色化学为例化学教育研究与实践，21(3)，940 - 952。世界经济论坛。(2016)。教育的新愿景:通过技术促进社会和情感学习。
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Pub Date : 2020-12-29DOI: 10.17977/um026v5i22020p084
Hafiz Radyastuti, E. Budiasih, D. Sukarianingsih
Chemistry materials required that students must memorize and understand all of the concepts. Acid base is one of chemistry materials which is considered difficult. One solution to overcome the difficulty in learning acid base materials is change the learning method from one way to two ways that more focus on student (student centered) with reference to the constructivist approach LC 5E and cooperative learning Make a Match. Therefore, this research was conducted with the aim to: (1) describe the feasibility of students who learned acid-base materials use the LC 5E-Make a Match learning model,(2)determine differences in students cognitive learning outcomes that learned using the LC 5E-Make a Match learning model and that learned to use the LC 5E learning model in acid-base materials. This research used a quasi-experimental design with design models of two groups. The two classes were given same acid-base materials with different learning model. The average of student cognitive learning outcomes that learned using the LC 5E-Make a Match learning model (=84,06) was higher than students that using the LC 5E (79,89).
化学材料要求学生必须记住和理解所有的概念。酸碱是被认为比较难的化学物质之一。解决酸碱材料学习困难的方法之一是借鉴建构主义教学法LC 5E和合作学习Make a Match，将学习方法从一种改为两种，更加以学生为中心。因此，本研究旨在:(1)描述学习酸碱材料的学生使用LC 5E- make a Match学习模式的可行性;(2)确定在酸碱材料中使用LC 5E- make a Match学习模式和使用LC 5E学习模式的学生认知学习结果的差异。本研究采用准实验设计，设计模型分为两组。两个班使用相同的酸碱材料，不同的学习模式。使用LC 5E- make a Match学习模式学习的学生的平均认知学习成果(=84,06)高于使用LC 5E学习模式的学生(79,89)。
{"title":"The Effect of LC 5E Learning Model Combined with Make a Match on the Cognitive Learning Outcomes of High School Students on Acid Base Materials","authors":"Hafiz Radyastuti, E. Budiasih, D. Sukarianingsih","doi":"10.17977/um026v5i22020p084","DOIUrl":"https://doi.org/10.17977/um026v5i22020p084","url":null,"abstract":"Chemistry materials required that students must memorize and understand all of the concepts. Acid base is one of chemistry materials which is considered difficult. One solution to overcome the difficulty in learning acid base materials is change the learning method from one way to two ways that more focus on student (student centered) with reference to the constructivist approach LC 5E and cooperative learning Make a Match. Therefore, this research was conducted with the aim to: (1) describe the feasibility of students who learned acid-base materials use the LC 5E-Make a Match learning model,(2)determine differences in students cognitive learning outcomes that learned using the LC 5E-Make a Match learning model and that learned to use the LC 5E learning model in acid-base materials. This research used a quasi-experimental design with design models of two groups. The two classes were given same acid-base materials with different learning model. The average of student cognitive learning outcomes that learned using the LC 5E-Make a Match learning model (=84,06) was higher than students that using the LC 5E (79,89).","PeriodicalId":33201,"journal":{"name":"JPEK Jurnal Pembelajaran Kimia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46535107","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 : 2020-12-29DOI: 10.17977/um026v5i22020p090
Negeri Malang, Thayban Thayban, Habiddin Habiddin, Y. Utomo
mastering the topic of symmetry requires a good representational competence to smoothly understand, visualize, and manipulate the movement of three-dimensional objects. This literature study aimed to describe how concrete and virtual media can be utilized in improving students’ understanding of the topic. The study implies that the thinking process, cognitive tasks, interactions, mental models, and the completeness features displayed by the two models in identifying all symmetrical operations are the distinguishing factors of the effectiveness of the two formats in affecting students’ understanding. The study also implies that the virtual format will contribute to students’ understanding better than the concrete format does. However, the empirical study must be explored further to ensure the difference between the two formats.
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Chemistry learning involves theoretical education and practices. Laboratory infrastructure frequently becomes the primary obstacle. Generally, this research aims to provide an alternative solution for the limited learning resources in Universities, especially in practice courses. This research was specifically conducted to analyze the effect of the implementation of the virtual laboratory and reality laboratory through an experimental method. The research participants were 15 students from Singaperbangsa University Karawang. The participants were given seven questions to reveal the effects of a virtual and a real practice they had carried out. The analysis result on students’ answers identifies that the implementation of virtual lab reduces mistakes and work accidents usually happen in the real laboratory, and it can be an alternative for universities with problems in their laboratory facility. However, the virtual lab cannot fully replace real laboratory, since the level of experiences and skills provided by the virtual lab is not as desirable as the real laboratory. The student does not directly interact with tools and chemicals, so the virtual lab is more effective if it is applied as a preliminary practicum to support the understanding of the practicum in conducting real practicum in the laboratory.
{"title":"Analysis on the implementation of virtual versus reality laboratory","authors":"Muhammad Fahmi Hakim, Apid Hapid Maksum, Yuliarman Saragih, Cintiya Septa Hasanah","doi":"10.17977/um026v5i22020p059","DOIUrl":"https://doi.org/10.17977/um026v5i22020p059","url":null,"abstract":"Chemistry learning involves theoretical education and practices. Laboratory infrastructure frequently becomes the primary obstacle. Generally, this research aims to provide an alternative solution for the limited learning resources in Universities, especially in practice courses. This research was specifically conducted to analyze the effect of the implementation of the virtual laboratory and reality laboratory through an experimental method. The research participants were 15 students from Singaperbangsa University Karawang. The participants were given seven questions to reveal the effects of a virtual and a real practice they had carried out. The analysis result on students’ answers identifies that the implementation of virtual lab reduces mistakes and work accidents usually happen in the real laboratory, and it can be an alternative for universities with problems in their laboratory facility. However, the virtual lab cannot fully replace real laboratory, since the level of experiences and skills provided by the virtual lab is not as desirable as the real laboratory. The student does not directly interact with tools and chemicals, so the virtual lab is more effective if it is applied as a preliminary practicum to support the understanding of the practicum in conducting real practicum in the laboratory.","PeriodicalId":33201,"journal":{"name":"JPEK Jurnal Pembelajaran Kimia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47988790","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 : 2020-12-29DOI: 10.17977/um026v5i22020p078
Fariza Anizarini, E. Budiasih, D. Sukarianingsih
One of the essential skills students should possess in the 2013 Curriculum is critical thinking. However, students' critical thinking skills in buffer solution material are considered low. Therefore, this study aims to identify the different critical thinking skills between students who attend a process-oriented guided oriented learning (POGIL) with and without science, environmental, technology, and society (SETS) approach on buffer solution material. This research uses quasi-experimental with a posttest-only control group design. The research results reveal that: (1) both POGIL learning models with and without the SETS approach are classified to be successfully carried out; (2) different critical thinking skills are found in students who learn using the POGIL learning model with and without the SETS approach on buffer solution material. The POGIL learning model with the SETS approach carries better students' critical skills results than the one with no SETS approach on the buffer solution material.
{"title":"Effect of POGIL Learning Model toward Students' Critical Thinking Skills on Buffer Solution Material","authors":"Fariza Anizarini, E. Budiasih, D. Sukarianingsih","doi":"10.17977/um026v5i22020p078","DOIUrl":"https://doi.org/10.17977/um026v5i22020p078","url":null,"abstract":"One of the essential skills students should possess in the 2013 Curriculum is critical thinking. However, students' critical thinking skills in buffer solution material are considered low. Therefore, this study aims to identify the different critical thinking skills between students who attend a process-oriented guided oriented learning (POGIL) with and without science, environmental, technology, and society (SETS) approach on buffer solution material. This research uses quasi-experimental with a posttest-only control group design. The research results reveal that: (1) both POGIL learning models with and without the SETS approach are classified to be successfully carried out; (2) different critical thinking skills are found in students who learn using the POGIL learning model with and without the SETS approach on buffer solution material. The POGIL learning model with the SETS approach carries better students' critical skills results than the one with no SETS approach on the buffer solution material.","PeriodicalId":33201,"journal":{"name":"JPEK Jurnal Pembelajaran Kimia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45121500","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 : 2020-05-27DOI: 10.17977/um026v5i12020p040
Hayuni Retno Widarti, Darsono Sigit, Desy Irianti
Multipel representasi yang meliputi makroskopik, submikroskopik, dan simbolik sangat penting dalam pembelajaran kimia, khususnya pada materi larutan pengangga. Tujuan penelitian adalah untuk mengetahui 1) Keterlaksanaan proses pembelajaran materi larutan penyangga pada kelas yang dibelajarkan dengan model pembelajaran Learning Cycle 5E berbasis multi representasi. 2) Ada tidaknya perbedaan kemampuan interkoneksi multi representasi antara siswa dengan kemampuan awal rendah, sedang, dan tinggi. 3) Ada tidaknya pengaruh kemampuan awal terhadap kemampuan interkoneksi multi representasi siswa pada materi larutan penyangga. Metode penelitian yang dilakukan adalah pra eksperimen dengan desain post-test only group design. Populasi penelitian ini adalah kelas XI SMA LAB UM, dan sampel yang digunakan adalah kelas XI MIPA 2 berjumlah 29 orang siswa. Data dikumpulkan melalui nilai materi sebelumnya, dan post-test kemudian dianalisis dengan ANAVA dan analisis korelasi product moment Pearson. Hasil penelitian adalah: 1) keterlaksanaan proses pembelajaran materi larutan penyangga pada yang dibelajarkan dengan model pembelajaran Learning Cycle 5E berbasis multi representasi adalah 96% dengan kategori sangat baik. 2) Tidak terdapat perbedaan kemampuan interkoneksi antara siswa yang memiliki kemampuan awal rendah, sedang, dan tinggi, taraf signifikansi yang diperoleh adalah 0,109. 3) Terdapat pengaruh kemampuan awal terhadap kemampuan interkoneksi multi representasi siswa pada materi larutan penyangga, koefisien korelasi Pearson yang diperoleh adalah 0,008.
{"title":"Pengaruh kemampuan awal terhadap kemampuan interkoneksi multi representasi siswa pada materi larutan penyangga","authors":"Hayuni Retno Widarti, Darsono Sigit, Desy Irianti","doi":"10.17977/um026v5i12020p040","DOIUrl":"https://doi.org/10.17977/um026v5i12020p040","url":null,"abstract":"Multipel representasi yang meliputi makroskopik, submikroskopik, dan simbolik sangat penting dalam pembelajaran kimia, khususnya pada materi larutan pengangga. Tujuan penelitian adalah untuk mengetahui 1) Keterlaksanaan proses pembelajaran materi larutan penyangga pada kelas yang dibelajarkan dengan model pembelajaran Learning Cycle 5E berbasis multi representasi. 2) Ada tidaknya perbedaan kemampuan interkoneksi multi representasi antara siswa dengan kemampuan awal rendah, sedang, dan tinggi. 3) Ada tidaknya pengaruh kemampuan awal terhadap kemampuan interkoneksi multi representasi siswa pada materi larutan penyangga. Metode penelitian yang dilakukan adalah pra eksperimen dengan desain post-test only group design. Populasi penelitian ini adalah kelas XI SMA LAB UM, dan sampel yang digunakan adalah kelas XI MIPA 2 berjumlah 29 orang siswa. Data dikumpulkan melalui nilai materi sebelumnya, dan post-test kemudian dianalisis dengan ANAVA dan analisis korelasi product moment Pearson. Hasil penelitian adalah: 1) keterlaksanaan proses pembelajaran materi larutan penyangga pada yang dibelajarkan dengan model pembelajaran Learning Cycle 5E berbasis multi representasi adalah 96% dengan kategori sangat baik. 2) Tidak terdapat perbedaan kemampuan interkoneksi antara siswa yang memiliki kemampuan awal rendah, sedang, dan tinggi, taraf signifikansi yang diperoleh adalah 0,109. 3) Terdapat pengaruh kemampuan awal terhadap kemampuan interkoneksi multi representasi siswa pada materi larutan penyangga, koefisien korelasi Pearson yang diperoleh adalah 0,008.","PeriodicalId":33201,"journal":{"name":"JPEK Jurnal Pembelajaran Kimia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49649250","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 : 2020-05-27DOI: 10.17977/um026v5i12020p001
S. Suyono
Kajian ini bertujuan untuk membuka tabir misteri pada miskonsepsi kimia. Pintu pembuka tabir itu minimal berupa kerangka berpikir yang mengarah kepada jawaban awal terhadap pertanyaan kenapa remediasi miskonsepsi kimia masih menyisakan sejumlah individu resisten. Metaanalisis telah dilakukan terhadap berbagai hasil penelitian tentang remediasi miskonsepsi kimia. Dari 11 artikel Conceptual Change Text ( CCT ) yang dianalisis terdapat 6 (enam) artikel yang pada akhir proses pengubahan konsepsi masih menyisakan lebih dari 20% individu miskonsepsi atau masih didapatinya miskonsepsi kimia pada setiap individu lebih dari 20% konsep yang diujikan. Enam artikel itu dipublikasikan antara lain oleh: (1) Ultay et al. (2014), (2) Pabuccu and Geban (2012), (3) Balci (2006), (4) Pinarbasi et al. (2006), (5) Gunay (2005), dan (6) Calik et al. (2005). Upaya yang dilakukan untuk meremediasi individu miskonsepsi pada sejumlah konsep kimia belum ada yang berhasil menghilangkan keseluruhan miskonsepsi pada individu. Proses akomodasi adalah inti dari proses pengubahan konsepsi individu. Oleh karena itu, terhadap dokumen CCT yang terlampir pada keenam artikel di atas dianalisis keberadaan cara-cara penciptaan empat kondisi untuk terjadinya proses akomodasi. Empat kondisi itu adalah: (1) harus ada ketidakpuasan terhadap konsepsi yang telah ada, (2) sebuah konsepsi baru yang dihadirkan harus dapat dimengerti atau jelas, (3) konsepsi baru yang dihadirkan harus masuk akal, dan (4) konsepsi baru menampakkan potensi atau peluang dapat dimanfaatkan untuk pengembangan lebih lanjut. Dari enam dokumen CCT yang dianalisis didapati lima dokumen CCT yang diimplementasikan oleh Ultay et al. (2014), Balci (2006), Pinarbasi et al. (2006), Gunay (2005), dan Calik et al. (2005) tidak memfasilitasi pengkondisian akomodasi yang keempat. Apakah tidak dipenuhinya kondisi akomodasi yang keempat berkorelasi dengan 20% individu yang masih tetap miskonsepsi, adalah sebuah misteri yang perlu dipecahkan. Jika asumsi tentang korelasi itu benar, maka kerangka berpikir yang mengarah kepada jawaban awal terhadap pertanyaan kenapa remediasi miskonsepsi kimia masih menyisakan sejumlah individu resisten miskonsepsi adalah pemberian perhatian kepada pengkondisian proses akomodasi nomor empat. Jika ditinjau dari tiga pertanyaan keilmuan, maka pemahaman atas kemanfaatan sebuah konsep tergolong ke dalam pertanyaan aksiologi. Miskonsepsi kimia, sebuah misteri yang menarik untuk diketahui dengan pasti penyebab dan solusinya. Ruang riset kearah ini masih terbuka lebar. Apakah pelibatan individu kepada kajian aksiologi dapat membantu tahap ekuilibrasi dan rekonstruksi konsepsi individu, masih juga misteri yang perlu dijawab melalui riset yang komprehensif.
这项研究的目的是揭开化学缺陷的神秘面纱。打开面纱的门至少是一种心态，这导致了化学缺陷为什么仍然留下一些有抵抗力的个体的早期答案。对化学治疗不足的研究进行了形而上的分析。经过分析的11篇concepsepts文本(CCT)文章中，有6篇(6篇)的文章，在概念转换过程结束时，仍然留下超过20%的化学受精法个体或可能对每个个体产生化学受精法。这六篇文章由:(1)Ultay et al. (2014)， (2) Pabuccu和Geban (2012)， (3) Balci (2006)， (4) pinarrangeet et al. (2006)， (5) Gunay (2005)， (6) Calik et al。在许多化学概念中，为使个体重生而进行的努力没有成功地消除单个概念的整体缺失。适应过程是个体概念转变过程的核心。因此，上述六篇文章所附的CCT文件分析了建造房屋的四种条件的存在。这四种情况是:(1)对现有的概念存在不满;(2)提出的新概念必须被理解或清楚地理解;(3)提出的新概念必须是有意义的;在被分析的六份CCT文件中发现有五份由Ultay et al实施的CCT文件。第四个房间的条件还没有达到最佳状态，这与20%的个人仍然不理解有关，这是一个需要解决的谜。如果这些关联的假设是正确的，那么导致化学治疗缺陷仍然留下一些潜在缺陷的个人的初步答案的心态就是关注第四种适应过程的条件反射。在这三个科学问题中，理解一个概念的有效性属于一个同行问。化学误诊，一个有趣的谜，确切地知道原因和解决方案。这边的研究室是敞开的。个人对动作学的辅导是否有助于平衡他的概念和重建，这仍然是一个需要通过全面研究来回答的谜。
{"title":"Miskonsepsi kimia, sebuah misteri","authors":"S. Suyono","doi":"10.17977/um026v5i12020p001","DOIUrl":"https://doi.org/10.17977/um026v5i12020p001","url":null,"abstract":"Kajian ini bertujuan untuk membuka tabir misteri pada miskonsepsi kimia. Pintu pembuka tabir itu minimal berupa kerangka berpikir yang mengarah kepada jawaban awal terhadap pertanyaan kenapa remediasi miskonsepsi kimia masih menyisakan sejumlah individu resisten. Metaanalisis telah dilakukan terhadap berbagai hasil penelitian tentang remediasi miskonsepsi kimia. Dari 11 artikel Conceptual Change Text ( CCT ) yang dianalisis terdapat 6 (enam) artikel yang pada akhir proses pengubahan konsepsi masih menyisakan lebih dari 20% individu miskonsepsi atau masih didapatinya miskonsepsi kimia pada setiap individu lebih dari 20% konsep yang diujikan. Enam artikel itu dipublikasikan antara lain oleh: (1) Ultay et al. (2014), (2) Pabuccu and Geban (2012), (3) Balci (2006), (4) Pinarbasi et al. (2006), (5) Gunay (2005), dan (6) Calik et al. (2005). Upaya yang dilakukan untuk meremediasi individu miskonsepsi pada sejumlah konsep kimia belum ada yang berhasil menghilangkan keseluruhan miskonsepsi pada individu. Proses akomodasi adalah inti dari proses pengubahan konsepsi individu. Oleh karena itu, terhadap dokumen CCT yang terlampir pada keenam artikel di atas dianalisis keberadaan cara-cara penciptaan empat kondisi untuk terjadinya proses akomodasi. Empat kondisi itu adalah: (1) harus ada ketidakpuasan terhadap konsepsi yang telah ada, (2) sebuah konsepsi baru yang dihadirkan harus dapat dimengerti atau jelas, (3) konsepsi baru yang dihadirkan harus masuk akal, dan (4) konsepsi baru menampakkan potensi atau peluang dapat dimanfaatkan untuk pengembangan lebih lanjut. Dari enam dokumen CCT yang dianalisis didapati lima dokumen CCT yang diimplementasikan oleh Ultay et al. (2014), Balci (2006), Pinarbasi et al. (2006), Gunay (2005), dan Calik et al. (2005) tidak memfasilitasi pengkondisian akomodasi yang keempat. Apakah tidak dipenuhinya kondisi akomodasi yang keempat berkorelasi dengan 20% individu yang masih tetap miskonsepsi, adalah sebuah misteri yang perlu dipecahkan. Jika asumsi tentang korelasi itu benar, maka kerangka berpikir yang mengarah kepada jawaban awal terhadap pertanyaan kenapa remediasi miskonsepsi kimia masih menyisakan sejumlah individu resisten miskonsepsi adalah pemberian perhatian kepada pengkondisian proses akomodasi nomor empat. Jika ditinjau dari tiga pertanyaan keilmuan, maka pemahaman atas kemanfaatan sebuah konsep tergolong ke dalam pertanyaan aksiologi. Miskonsepsi kimia, sebuah misteri yang menarik untuk diketahui dengan pasti penyebab dan solusinya. Ruang riset kearah ini masih terbuka lebar. Apakah pelibatan individu kepada kajian aksiologi dapat membantu tahap ekuilibrasi dan rekonstruksi konsepsi individu, masih juga misteri yang perlu dijawab melalui riset yang komprehensif.","PeriodicalId":33201,"journal":{"name":"JPEK Jurnal Pembelajaran Kimia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45533941","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 : 2020-05-27DOI: 10.17977/um026v5i12020p017
Johnsen Harta, Stella Limbong, Ester Waruwu
Media pembelajaran merupakan salah satu bagian yang esensial dalam menunjang keberhasilan proses belajar mengajar. Kebermaknaan suatu pembelajaran dapat ditingkatkan menggunakan media pembelajaran yang inovatif dan menyenangkan. Selama ini, pembelajaran eksperimen asam basa di SMA selalu identik dengan reagen kimia dan kurang meminimalisir limbah, sehingga perlu terobosan produk berupa media pembelajaran berbasis Green Labyrinth dari limbah sayur dan buah lokal yang sangat potensial dan eco-friendly . Penelitian ini bertujuan untuk menghasilkan, menganalisis kualitas, dan menyelidiki efektivitas penggunaan produk untuk SMA. Pengembangan produk mengacu pada model pengembangan 4-D yang dimodifikasi dengan menganalisis kebutuhan media pembelajaran asam basa di kelas XI SMA, merancang konsep dan penggunaan media, mengembangkan media, melakukan validasi dan penilaian dari ahli, guru kimia, dan peer reviewer , dan uji coba skala kecil dengan mahasiswa dan siswa SMA. Data kuantitatif dan kualitatif dianalisis dengan model Rasch dan deskriptif. Hasil penelitian menunjukkan bahwa produk yang dikembangkan telah memenuhi kriteria valid dengan rata-rata koefisien validitas 0,85, reliabel dengan nilai Cronbach Alpha 0,78, respon sangat baik dari mahasiswa dan siswa SMA terhadap produk, efektif, dan praktis sebagai media pembelajaran dan permainan edukatif untuk SMA.
{"title":"Pengembangan media pembelajaran asam basa inovatif berbasis green labyrinth untuk SMA","authors":"Johnsen Harta, Stella Limbong, Ester Waruwu","doi":"10.17977/um026v5i12020p017","DOIUrl":"https://doi.org/10.17977/um026v5i12020p017","url":null,"abstract":"Media pembelajaran merupakan salah satu bagian yang esensial dalam menunjang keberhasilan proses belajar mengajar. Kebermaknaan suatu pembelajaran dapat ditingkatkan menggunakan media pembelajaran yang inovatif dan menyenangkan. Selama ini, pembelajaran eksperimen asam basa di SMA selalu identik dengan reagen kimia dan kurang meminimalisir limbah, sehingga perlu terobosan produk berupa media pembelajaran berbasis Green Labyrinth dari limbah sayur dan buah lokal yang sangat potensial dan eco-friendly . Penelitian ini bertujuan untuk menghasilkan, menganalisis kualitas, dan menyelidiki efektivitas penggunaan produk untuk SMA. Pengembangan produk mengacu pada model pengembangan 4-D yang dimodifikasi dengan menganalisis kebutuhan media pembelajaran asam basa di kelas XI SMA, merancang konsep dan penggunaan media, mengembangkan media, melakukan validasi dan penilaian dari ahli, guru kimia, dan peer reviewer , dan uji coba skala kecil dengan mahasiswa dan siswa SMA. Data kuantitatif dan kualitatif dianalisis dengan model Rasch dan deskriptif. Hasil penelitian menunjukkan bahwa produk yang dikembangkan telah memenuhi kriteria valid dengan rata-rata koefisien validitas 0,85, reliabel dengan nilai Cronbach Alpha 0,78, respon sangat baik dari mahasiswa dan siswa SMA terhadap produk, efektif, dan praktis sebagai media pembelajaran dan permainan edukatif untuk SMA.","PeriodicalId":33201,"journal":{"name":"JPEK Jurnal Pembelajaran Kimia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46766496","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}
– The purpose of this research measured the ability of critical thinking skills on hydrocarbon topic with focused on the further-explanation-indicators in 11th MIA grade students 2018/2019 academic year. This research used a descriptive quantitative research design. The data was analyzed came from 133 students test results in answering questions of critical thinking skills instrument what developed by Rodliyah (2018). The aspect of critical thinking skills with the further-explanation-indicators consisting of five reasoned multiple choice questions. Analyzing were done from students’s answering whose 1 scored, then categorized by percentage according to Karim (2015). The results showed that students had critical thinking skills with the further-explanation-indicators on hydrocarbon topic including a) 57,90% on the subject of isomeric hydrocarbon compounds (low category), b) 67,67% on the subject of the use of hydrocarbon compounds (average category), c) 89,47% on the subject of the physical and chemical properties of hydrocarbon compounds : the physical properties of hydrocarbon compounds (very high category), d) 55,64% on the subject of the physical and chemical properties of hydrocarbon compounds : combustion reaction of hydrocarbon compounds (low category), and e) 11,28% on the subject of nomenclature of hydrocarbon compounds (very low category)..
{"title":"Analisis keterampilan berpikir kritis pada indikator memberikan penjelasan lebih lanjut materi hidrokarbon","authors":"Herunata Herunata, Reza Amayliadevi, Hayuni Retno Widarti","doi":"10.17977/um026v5i12020p047","DOIUrl":"https://doi.org/10.17977/um026v5i12020p047","url":null,"abstract":"– The purpose of this research measured the ability of critical thinking skills on hydrocarbon topic with focused on the further-explanation-indicators in 11th MIA grade students 2018/2019 academic year. This research used a descriptive quantitative research design. The data was analyzed came from 133 students test results in answering questions of critical thinking skills instrument what developed by Rodliyah (2018). The aspect of critical thinking skills with the further-explanation-indicators consisting of five reasoned multiple choice questions. Analyzing were done from students’s answering whose 1 scored, then categorized by percentage according to Karim (2015). The results showed that students had critical thinking skills with the further-explanation-indicators on hydrocarbon topic including a) 57,90% on the subject of isomeric hydrocarbon compounds (low category), b) 67,67% on the subject of the use of hydrocarbon compounds (average category), c) 89,47% on the subject of the physical and chemical properties of hydrocarbon compounds : the physical properties of hydrocarbon compounds (very high category), d) 55,64% on the subject of the physical and chemical properties of hydrocarbon compounds : combustion reaction of hydrocarbon compounds (low category), and e) 11,28% on the subject of nomenclature of hydrocarbon compounds (very low category)..","PeriodicalId":33201,"journal":{"name":"JPEK Jurnal Pembelajaran Kimia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49512864","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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