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All Journal JPS Unimus JCER (Journal of Chemistry Education Research)
Evi Sapinatul Bahriah
Pendidikan Kimia Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta
Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Physics Social Sciences Other

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The Effect of Problem-based Learning with Reading Questioning Answering Strategy on Students’ Metacognitive Skills of Acid Base Concept Ghiska Primayana Mufhtih; Dedi Irwandi; Evi Sapinatul Bahriah
JURNAL PENDIDIKAN SAINS (JPS) Vol 9, No 2 (2021): JURNAL PENDIDIKAN SAINS (JPS)
Publisher : Pendidikan Kimia Unimus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.9.2.2021.161-170

Abstract

Metacognitive skills are one of the skills needed in the 21st century to achieve student learning success. Student’s metacognitive skills are still low, so that need to be empowered during the learning process by implementing Problem Based Learning Strategy Integrated with Reading Questioning Answering (PBLRQA). Through the PBLRQA strategy, students can control their cognitive processes by planning, monitoring, and evaluating to solve problems in chemistry learning. The aim of this research was to determine the effectiveness of the PBLRQA strategy on students’ metacognitive skills on acid-base materials. The method was used quasi-experiment with a non-equivalent control group design. The sample in this study were students of class XI IPA 1 as the experimental group and students of class XI IPA 5 as the control group, with each class including 32 students. Instruments Metacognitive Activities Inventory (MCA-I) developed by Cooper and Sandi-Urena (2009) were used in this research. Data analysis was assisted by IBM SPSS Statistic 22 software. The results of this research indicated that the use of PBLRQA strategy on acid-base materials was able to empowering students’ metacognitive skills.
DEVELOPMENT OF AUGMENTED REALITY TECHNOLOGY-BASED INTERACTIVE LEARNING MEDIA IN CHEMICAL BONDING MATERIALS Evi Sapinatul Bahriah; Salamah Agung; Ade Irma Nur
JCER (Journal of Chemistry Education Research) Vol. 6 No. 2 (2022): Volume 6. No 2. December 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v6n2.p93-99

Abstract

Abstract: This study aims to produce interactive learning media based on augmented reality technology on the concept of chemical bonds and determine student responses to the media. The research method used is the R & D method. The instruments used are material expert validation sheets, media expert validation sheets, and student response questionnaires. The data obtained were analyzed descriptively. Based on the results of material expert validation, an average of 80.41% (feasible category) was obtained and the media expert validation results obtained an average of 90.92% (very feasible category). The results of the limited trial received positive responses from students with details of the percentages obtained, namely 85.75% for the usability aspect, 81.80% for the illustration use aspect, 74.57% for the future impact aspect. 79.64% for the aspect of material usefulness, and 77.20% for the grammatical aspect. Overall, the augmented reality interactive learning media developed received a positive response from students with a percentage of 79.78% and suitable for use in learning.
STUDENT’s PERCEPTION OF ONLINE BASED CHEMISTRY LEARNING PROCESS Salamah Agung; Tita Pertiwi; Evi Sapinatul Bahriah
JCER (Journal of Chemistry Education Research) Vol. 6 No. 2 (2022): Volume 6. No 2. December 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v6n2.p110-118

Abstract

The COVID-19 pandemic has changed the learning system in Indonesia to online-based learning. Students' perceptions need to be known to understand how students perceive online chemistry learning, especially during the pandemic. A quantitative method is conducted using a Likert-scale questionnaire of 25 items. The questionnaire is trying to explore students’ perceptions on three dimensions, namely, material and teaching method, learning atmosphere and environment, and social interactions. Respondents are 385 students of the science program at two public schools in Ciamis regency. The results showed that in general, the majority of students (>50%) perceive online chemistry learning positively, especially with regard to material and teaching method and learning atmosphere and environment. However, the dimension of social interaction is found to have more negative responses (>80%) than positive ones. This is apparent in the communication and interaction between students and their teachers and peers. From this study, it is concluded that while online learning seems to be relatively accepted and prepared by students, the social interactions of students need to be seriously considered as they may affect students’ mental health and well-being. Further research is therefore recommended to explore more the extent to which mental health and well-being influence students’ performance in online learning.
Co-Authors Ade Irma Nur Dedi Irwandi Ghiska Primayana Mufhtih Salamah Agung, Salamah Tita Pertiwi