Pub Date : 2023-09-11DOI: 10.21580/jec.2023.5.1.14742
Oktaffi Arinna Manasikana, Nindha Ayu Berlianti, Nur Hayati
This study aims to determine the effectiveness of project learning on student activity in chemistry innovative learning models courses. The research conducted used the experimental method. The results showed that students’ activeness in action was included in the successful category, which is 72.7%, and student activity in understanding the innovative learning model was included in the successful category, which is 63.6%. Student responses to project learning are included in the very successful category at 81.8%. The results of statistical research using partial regression correlation analysis techniques and multiple correlations show a significant positive relationship between project learning and learning effectiveness with a correlation coefficient (ry1) = 0.201. A significant positive relationship exists between student activities in innovative chemistry learning models and learning effectiveness with a correlation coefficient (ry2) = 0.759. There is a significant positive relationship between project learning and student activities and learning effectiveness with a correlation coefficient (ry12) = 0.769. Based on the results of these studies, it can be concluded that the effectiveness of learning can be increased through project learning and student activities.
{"title":"The Correlation Between Project Learning Models and Student Activities in Online Learning for Chemistry Innovative Learning Model","authors":"Oktaffi Arinna Manasikana, Nindha Ayu Berlianti, Nur Hayati","doi":"10.21580/jec.2023.5.1.14742","DOIUrl":"https://doi.org/10.21580/jec.2023.5.1.14742","url":null,"abstract":"This study aims to determine the effectiveness of project learning on student activity in chemistry innovative learning models courses. The research conducted used the experimental method. The results showed that students’ activeness in action was included in the successful category, which is 72.7%, and student activity in understanding the innovative learning model was included in the successful category, which is 63.6%. Student responses to project learning are included in the very successful category at 81.8%. The results of statistical research using partial regression correlation analysis techniques and multiple correlations show a significant positive relationship between project learning and learning effectiveness with a correlation coefficient (ry1) = 0.201. A significant positive relationship exists between student activities in innovative chemistry learning models and learning effectiveness with a correlation coefficient (ry2) = 0.759. There is a significant positive relationship between project learning and student activities and learning effectiveness with a correlation coefficient (ry12) = 0.769. Based on the results of these studies, it can be concluded that the effectiveness of learning can be increased through project learning and student activities.","PeriodicalId":34475,"journal":{"name":"Journal of Educational Chemistry","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136070418","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 : 2023-09-11DOI: 10.21580/jec.2023.5.1.15182
Marlina Marlina, Samsul Hadi, Abdul Rahim
This study aims to describe the high-order thinking skills of high school students. The research method used is a descriptive method with a quantitative approach. The sampling technique used was the random sampling technique. The research subjects were 488 high school students. The data collection technique is a two-tier multiple choice test consisting of twenty questions covering analyzing, evaluating, and creating. Based on the research results and discussion, high-order thinking skills of high school students showed an average in the very high category with a percentage of 1.8% with a frequency of 9 students. The ability of students in the high category has a percentage of 19.9%, with a frequency of 97 students and the ability of students in the medium category is 49%, with a frequency of 239 students. Meanwhile, the average in the low category is 21.9%, with a frequency of 107 students and the ability of students in the very low category has a percentage of 7.4% with a frequency of 36 students. Overall, high-order thinking skills in high school in Tegal are in the medium category.
{"title":"Analysis High Order Level Thinking Skills of High School Students in Chemistry Learning","authors":"Marlina Marlina, Samsul Hadi, Abdul Rahim","doi":"10.21580/jec.2023.5.1.15182","DOIUrl":"https://doi.org/10.21580/jec.2023.5.1.15182","url":null,"abstract":"This study aims to describe the high-order thinking skills of high school students. The research method used is a descriptive method with a quantitative approach. The sampling technique used was the random sampling technique. The research subjects were 488 high school students. The data collection technique is a two-tier multiple choice test consisting of twenty questions covering analyzing, evaluating, and creating. Based on the research results and discussion, high-order thinking skills of high school students showed an average in the very high category with a percentage of 1.8% with a frequency of 9 students. The ability of students in the high category has a percentage of 19.9%, with a frequency of 97 students and the ability of students in the medium category is 49%, with a frequency of 239 students. Meanwhile, the average in the low category is 21.9%, with a frequency of 107 students and the ability of students in the very low category has a percentage of 7.4% with a frequency of 36 students. Overall, high-order thinking skills in high school in Tegal are in the medium category.","PeriodicalId":34475,"journal":{"name":"Journal of Educational Chemistry","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136070570","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 : 2023-09-01DOI: 10.21580/jec.2023.5.1.15223
Mohammad Agus Prayitno, Ani Rusilowati, Wiwi Isnaeni, Deni Ebit Nugroho
This study aims to develop and produce an instrument for assessing students' communication skills and creativity in the Chempreneurship course. This research is a development research that uses the 4D model. This assessment instrument contains a theoretical description, a lattice of communication and creativity skills assessment instruments and communication and creativity skills assessment sheets that have been validated by experts and tested. The results of this study are a communication skills and creativity research instrument that is feasible to use, valid, and reliable. The instrument is declared fit for use if the results of the expert appraisal test with CVI obtain a score of ≥ 0.8. The results of the expert appraisal test for communication instruments with CVI obtained a score of 0.88 and a creativity instrument of 0.90. The results of the development testing of the communication skills instrument obtained 16 items, which were declared valid and reliable with a reliability value of 0.891. The results of the development testing of the creativity instrument show that all items are declared valid and reliable with a reliability value of 0.854. The result of the development instrument is feasible to measure communication skills and creativity.
{"title":"Development of Communication and Creativity Competency Assessment Instruments in The Chempreneurship Course","authors":"Mohammad Agus Prayitno, Ani Rusilowati, Wiwi Isnaeni, Deni Ebit Nugroho","doi":"10.21580/jec.2023.5.1.15223","DOIUrl":"https://doi.org/10.21580/jec.2023.5.1.15223","url":null,"abstract":"This study aims to develop and produce an instrument for assessing students' communication skills and creativity in the Chempreneurship course. This research is a development research that uses the 4D model. This assessment instrument contains a theoretical description, a lattice of communication and creativity skills assessment instruments and communication and creativity skills assessment sheets that have been validated by experts and tested. The results of this study are a communication skills and creativity research instrument that is feasible to use, valid, and reliable. The instrument is declared fit for use if the results of the expert appraisal test with CVI obtain a score of ≥ 0.8. The results of the expert appraisal test for communication instruments with CVI obtained a score of 0.88 and a creativity instrument of 0.90. The results of the development testing of the communication skills instrument obtained 16 items, which were declared valid and reliable with a reliability value of 0.891. The results of the development testing of the creativity instrument show that all items are declared valid and reliable with a reliability value of 0.854. The result of the development instrument is feasible to measure communication skills and creativity.","PeriodicalId":34475,"journal":{"name":"Journal of Educational Chemistry","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735120","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 study aimed to provide an overview of the application of the model in Basic Chemistry learning and its impact on student abilities. The researchers employed a descriptive qualitative method, focusing on the Guided Inquiry Model applied in Basic Chemistry courses. The primary data source was documentation, administering the data collection technique in the form of documentation analysis involving photos of the Guided Inquiry Model activities. The findings revealed two key points: Firstly, there was an improvement in students' knowledge and insights about basic chemistry, such as recognizing that the purification of substances could effectively separate naphthalene from its contaminants. Secondly, the implementation of the Guided Inquiry Model in Basic Chemistry courses involved four stages. The process began with problem orientation, framed by the question: "When naphthalene is contaminated, how can it be separated from its pollutants?" The subsequent stage involved formulating a hypothesis through discussions, culminating in an agreed-upon alternative hypothesis: “The practice of purifying substances can successfully separate naphthalene from its contaminants.” In the exploratory stage, students engaged in practical purification activities guided by the practicum guidebook and lecturer instructions. The final stage encompassed formulating generalizations, concluding that purifying substances through sublimation could effectively separate naphthalene from pollutants. As a recommendation, this study suggested that lecturers adopt the Guided Inquiry Model because it could enhance students' understanding of the materials covered in Basic Chemistry courses.
{"title":"The Implementation of the Guided Inquiry Model in Basic Chemistry Courses","authors":"Cyndi Prasetya, Maisarah Maisarah, Mulyani Mulyani","doi":"10.21580/jec.2023.5.1.16132","DOIUrl":"https://doi.org/10.21580/jec.2023.5.1.16132","url":null,"abstract":"The study aimed to provide an overview of the application of the model in Basic Chemistry learning and its impact on student abilities. The researchers employed a descriptive qualitative method, focusing on the Guided Inquiry Model applied in Basic Chemistry courses. The primary data source was documentation, administering the data collection technique in the form of documentation analysis involving photos of the Guided Inquiry Model activities. The findings revealed two key points: Firstly, there was an improvement in students' knowledge and insights about basic chemistry, such as recognizing that the purification of substances could effectively separate naphthalene from its contaminants. Secondly, the implementation of the Guided Inquiry Model in Basic Chemistry courses involved four stages. The process began with problem orientation, framed by the question: \"When naphthalene is contaminated, how can it be separated from its pollutants?\" The subsequent stage involved formulating a hypothesis through discussions, culminating in an agreed-upon alternative hypothesis: “The practice of purifying substances can successfully separate naphthalene from its contaminants.” In the exploratory stage, students engaged in practical purification activities guided by the practicum guidebook and lecturer instructions. The final stage encompassed formulating generalizations, concluding that purifying substances through sublimation could effectively separate naphthalene from pollutants. As a recommendation, this study suggested that lecturers adopt the Guided Inquiry Model because it could enhance students' understanding of the materials covered in Basic Chemistry courses.","PeriodicalId":34475,"journal":{"name":"Journal of Educational Chemistry","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135597723","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 : 2023-06-28DOI: 10.21580/jec.2023.5.1.16146
Fauziatul Khusna, Wiwik Kartika Sari, Ella Izzatin Nada
In the globalization era, the ability to think critically is a crucial skill for students to navigate through tough competition. One internal factor influencing a person's critical thinking ability is Adversity Quotient (AQ). It provides an overview of how well students can respond and tackle obstacles while honing their essential thinking skills. This study explored the correlation between AQ and students' critical thinking abilities, specifically when working on chemistry problems related to salt hydrolysis. The research involved 30 students majoring in Chemistry Education, selected using a proportional stratified random sampling technique. A questionnaire was administered to measure AQ, while students' critical thinking skills were assessed through a description test. Subsequently, the data were analyzed using the Pearson correlation test, which yielded a correlation coefficient of 0.299, indicating that the correlation between AQ and students' critical thinking skills was not significant (p0.05). Further analysis is required to delve deeper into the correlation between AQ and critical thinking and identify other factors influencing necessary thinking skills.
{"title":"The Correlation Between Adversity Quotient and Critical Thinking Ability of Chemistry Education Students","authors":"Fauziatul Khusna, Wiwik Kartika Sari, Ella Izzatin Nada","doi":"10.21580/jec.2023.5.1.16146","DOIUrl":"https://doi.org/10.21580/jec.2023.5.1.16146","url":null,"abstract":"In the globalization era, the ability to think critically is a crucial skill for students to navigate through tough competition. One internal factor influencing a person's critical thinking ability is Adversity Quotient (AQ). It provides an overview of how well students can respond and tackle obstacles while honing their essential thinking skills. This study explored the correlation between AQ and students' critical thinking abilities, specifically when working on chemistry problems related to salt hydrolysis. The research involved 30 students majoring in Chemistry Education, selected using a proportional stratified random sampling technique. A questionnaire was administered to measure AQ, while students' critical thinking skills were assessed through a description test. Subsequently, the data were analyzed using the Pearson correlation test, which yielded a correlation coefficient of 0.299, indicating that the correlation between AQ and students' critical thinking skills was not significant (p0.05). Further analysis is required to delve deeper into the correlation between AQ and critical thinking and identify other factors influencing necessary thinking skills.","PeriodicalId":34475,"journal":{"name":"Journal of Educational Chemistry","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135359135","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 : 2023-06-28DOI: 10.21580/jec.2023.5.1.15002
Wedad H Al-Dahhan, Khalid Zainulabdeen, Emad Yousif, Ahmed Abdulameir Al-Amiery, Muna Bufaroosha
In a survey conducted by the Department of Chemistry on the reality of e-learning, which became widespread in most international universities during the COVID-19 pandemic in 2020, up to 50 students participated to express their thoughts and confirm observations. This survey was crucial in determining the importance of e-learning for the continuity of education and its potential drawbacks. The students’ opinions were collected using specific questions designed for a questionnaire. The survey's key findings can be summarized as follows: Both students and teaching staff played pivotal roles in the success of e-learning. Additionally, the availability of logistical tools and infrastructure that facilitated communication between students and lecturers proved vital to the effectiveness of online learning.
{"title":"A Study on The Reality of e-Learning for Chemistry Students During The COVID-19 Pandemic","authors":"Wedad H Al-Dahhan, Khalid Zainulabdeen, Emad Yousif, Ahmed Abdulameir Al-Amiery, Muna Bufaroosha","doi":"10.21580/jec.2023.5.1.15002","DOIUrl":"https://doi.org/10.21580/jec.2023.5.1.15002","url":null,"abstract":"In a survey conducted by the Department of Chemistry on the reality of e-learning, which became widespread in most international universities during the COVID-19 pandemic in 2020, up to 50 students participated to express their thoughts and confirm observations. This survey was crucial in determining the importance of e-learning for the continuity of education and its potential drawbacks. The students’ opinions were collected using specific questions designed for a questionnaire. The survey's key findings can be summarized as follows: Both students and teaching staff played pivotal roles in the success of e-learning. Additionally, the availability of logistical tools and infrastructure that facilitated communication between students and lecturers proved vital to the effectiveness of online learning.","PeriodicalId":34475,"journal":{"name":"Journal of Educational Chemistry","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135359141","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：