Articles
<![CDATA[Analisis Miskonsepsi Siswa Pada Materi Hukum Dasar Kimia Menggunakan Two-Tier Diagnostic Test Di SMA Negeri 1 Tatapaan ]]>
<![CDATA[Claudya Gabby Lahinda]]>;
<![CDATA[Jeanne M Tuerah]]>
<![CDATA[ Oxygenius Journal Of Chemistry Education Vol 3 No 1 (2021): Oxygenius: Journal of Chemistry Education ]]>
Publisher : <![CDATA[Chemistry Department, Universitas Negeri Manado ]]>
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DOI: 10.37033/ojce.v3i1.268
<![CDATA[Misconception is a concept that is not in accordance with the scientific understanding or concepts recognized by experts. Student misconceptions are found while at school when learning in class, from experience, and their observations in society or in everyday life. Students' misconceptions are also obtained through their knowledge at the previous school level. This research aims to analyzing students' misconceptions on basic chemical law material at SMA Negeri 1 Tatapaan. Data collection was in the form of two-tier diagnostic test questions, which were tested on 13 students. The data analysis used in this study is the Rasch model. From the results of the study it was concluded that 62% of students who understood the concept, and 23% of students who experienced misconceptions, while 15% of students who did not understand the concept of basic chemistry law material.]]>
<![CDATA[Analisis Miskonsepsi Siswa dengan Menggunakan Tes Diagnostik Two-Tier Multiple Choice pada Materi Struktur Atom di SMA NEGERI 1 Remboken ]]>
<![CDATA[Rivya Tamungku]]>;
<![CDATA[Djefry Tani]]>;
<![CDATA[Jeanne Tuerah]]>
<![CDATA[ Oxygenius Journal Of Chemistry Education Vol 1 No 2 (2019): Oxygenius : Journal of Chemistry Education ]]>
Publisher : <![CDATA[Chemistry Department, Universitas Negeri Manado ]]>
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DOI: 10.37033/ojce.v1i2.109
<![CDATA[Misconceptions can be in the form of initial concepts, mistakes, incorrect relationships between concepts, intuitive ideas or naive views. From the explanation that has been described misconception is interpreted as an initial concept owned by students that is not in accordance with the generally accepted explanation as a result of the experience constructed by students. Misconception can also be called an alternative concept. This study aims to determine the misconceptions of Class X students of Natural Sciences 2 of SMA Negeri 1 Remboken on atomic structure material. Data collection uses questions in the form of a two-tier diagnostic test, which was tested on 20 students. From the results of the study concluded that students who understood the concept of 82.75%, and students who experienced misconceptions as much as 11.25% while students who did not understand the concept of 6% in the Atomic Structure material.]]>
<![CDATA[Analisis Miskonsepsi Pada Materi Larutan Elektrolit Dan Non-Elektrolit Siswa Kelas X Di SMA Kristen Eben Haezer Ibu Halmahera Barat ]]>
<![CDATA[Noverlin Gootoro]]>;
<![CDATA[Jeanne M. Tuerah]]>
<![CDATA[ Oxygenius Journal Of Chemistry Education Vol 4 No 1 (2022): Oxygenius : Journal of Chemistry Education ]]>
Publisher : <![CDATA[Chemistry Department, Universitas Negeri Manado ]]>
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DOI: 10.37033/ojce.v4i1.373
<![CDATA[The purpose of this study was to find out how much misconception analysis is on the material of electrolyte and non-electrolyte solutions for class X students at SMA Kristen Eben Haezer, West Halmahera, the research method used in this study is a qualitative descriptive approach. The results of this study indicate that there are two stages of testing, namely: (1. Validity test is Valid, meaning that the ability of the item to support the construct in the instrument. To test the validity of the construct can be done by asking from an expert (expert judgment). After construct testing is completed, it is continued with After being tabulated, the validity test is carried out with the help of Excel 2013. (2. Reliability Test is the reliability of the instrument is the level of stability of the instrument when used when and by anyone so that it will tend to produce the same or almost the same data as before. This means that the instrument used is the same as before. that will be used in this study will give the same results even though the reliability test is repeated using the Rash Model analysis with the help of Winsteps.]]>
<![CDATA[Penggunaan Pembelajaran Problem Based Learning (PBL) untuk Mengurangi Miskonsepsi Siswa pada Materi Asam Basa ]]>
<![CDATA[Dewi Yul Launde]]>;
<![CDATA[Emma J Pongoh]]>;
<![CDATA[Jeanne M Tuerah]]>
<![CDATA[ Oxygenius Journal Of Chemistry Education Vol 2 No 2 (2020): Oxygenius : Journal of Chemistry Education ]]>
Publisher : <![CDATA[Chemistry Department, Universitas Negeri Manado ]]>
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DOI: 10.37033/ojce.v2i2.139
<![CDATA[This study aims to determine the effect of the use of Problem Based Learning towards reducing students' misconceptions on acid-base material. The learning model used in this study is the Problem Based Learning (PBL) learning model. The population in this study were all students of class XII IPA in Tomitas Caritas Catholic High School while the sample used was class XII IPA 2. Data collection techniques used a two-tier diagnostic test. Analysis of the data used in this study is the Rasch model and hypothesis testing. The results showed that there were still students who experienced misconceptions even including students who had high abilities, and the average pretest learning outcomes = 48.6 while the average posttest learning outcomes = 86.6. The results of the study for the hypothesis test were analyzed using the T-test statistic at a significant level of 0.05 and the results obtained were obtained at 7.90> 1.684 Ttable so that H0 was rejected and H1 was accepted. Based on these results it can be concluded that the use of Problem Based Learning learning models can reduce student misconceptionsThis study aims to determine the effect of the use of Problem Based Learning towards reducing students' misconceptions on acid-base material. The learning model used in this study is the Problem Based Learning (PBL) learning model. The population in this study were all students of class XII IPA in Tomitas Caritas Catholic High School while the sample used was class XII IPA 2. Data collection techniques used a two-tier diagnostic test. Analysis of the data used in this study is the Rasch model and hypothesis testing. The results showed that there were still students who experienced misconceptions even including students who had high abilities, and the average pretest learning outcomes = 48.6 while the average posttest learning outcomes = 86.6. The results of the study for the hypothesis test were analyzed using the T-test statistic at a significant level of 0.05 and the results obtained were obtained at 7.90> 1.684 Ttable so that H0 was rejected and H1 was accepted. Based on these results it can be concluded that the use of Problem Based Learning learning models can reduce student misconceptions]]>
<![CDATA[Pengaruh Pendekatan Konstruktivisme Berbasis Learning Cycle 5E Terhadap Hasil Belajar Siswa Kelas Xi Pada Materi Larutan Penyangga Di Sma Kristen Kotamobagu ]]>
<![CDATA[Fina Hamise]]>;
<![CDATA[I Dewe Ketut Anom]]>;
<![CDATA[Jeanne Tuerah]]>
<![CDATA[ Oxygenius Journal Of Chemistry Education Vol 1 No 2 (2019): Oxygenius : Journal of Chemistry Education ]]>
Publisher : <![CDATA[Chemistry Department, Universitas Negeri Manado ]]>
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DOI: 10.37033/ojce.v1i2.79
<![CDATA[This study aims to determine the effect of using the constructivist approach based on the 5E learning cycle on the learning outcomes of class XI students on buffer solutions. This research was conducted in classes XI IPA 1 and XI IPA 2 of Kotamobagu Christian High School. The method used is an experimental method with a post – test only control design. The research sample consisted of 23 randomly selected students. The experimental class uses the 5E learning cycle model, the control class uses conventional learning. Student learning outcomes data obtained from post-test scores. The analysis of research data shows that there are differences in student learning outcomes, which are taught using the 5E learning cycle model and those using conventional learning. The data analysis used the t-test with a significance level of α = 0.05. Statistical analysis of student learning outcomes obtained tcount> ttable or 4.90> 1.68. So it can be concluded that there are differences between student learning outcomes using the constructivism approach based on the 5E learning cycle and student learning outcomes using conventional learning.]]>
<![CDATA[Kandungan Mineral “Nike†Ikan Payangkah (Ophiocara aporos ) dari Danau Tondano di Sulawesi Utara ]]>
<![CDATA[Sofia Krisen]]>;
<![CDATA[Jeanne Tuerah]]>
<![CDATA[ Jurnal Kimia Fullerene Vol 7 No 2 (2022): Fullerene Journal of Chemistry ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.37033/fjc.v7i2.514
<![CDATA[Research has been conducted on the Mineral Content of “nike†Payangkah fish (O. aporos ) from Lake Tondano in North Sulawesi. The research objective was to determine the levels of Calcium, Magnesium, Manganese and Phosphorus. "nike" Payangkah fish (O. aporos) is taken directly from Lake Tondano fish farmers in Minahasa Regency, North Sulawesi. Sample preparation techniques include receiving, washing, selecting other than “nike†Payang fish and associated materials (excrement). All parts of the fish body are used as samples. Determination of Ca, Mn and Mg using (AAS) while P using (UV-VIS). The results show that the average P content (259.6 mg/100g); Ca (380.3 mg/100g); Mn (0.275 mg/100g) and Mg (21.49 mg/100g). When compared with the average mineral content for fish released by (FAO), these results indicate that "nike" Payangka fish (O. aporos) has good mineral content and can be used to increase mineral intake and protect against mineral deficiency diseases]]>
<![CDATA[Penerapan Model Pembelajaran Project Based Learning (PjBL) Melalui Pembelajaran Daring Terhadap Hasil Belajar Termokimia Di Sma Kristen Dumoga ]]>
<![CDATA[Ravelita Lastriawati Bullu]]>;
<![CDATA[Jeanne Tuerah]]>;
<![CDATA[Soenandar Tengker]]>
<![CDATA[ Oxygenius: Journal Of Chemistry Education Vol 4 No 2 (2022): Oxygenius : Journal of Chemistry Education ]]>
Publisher : <![CDATA[Chemistry Department, Universitas Negeri Manado ]]>
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DOI: 10.37033/ojce.v4i2.446
<![CDATA[The purpose of the study was to determine the effect of the application of the Project Based Learning (PjBL) Learning Model on Thermochemical Materials Through Online Learning at Dumoga Christian High School. This research was conducted in class XI Science at SMA Kristen Dumoga in the academic year 2021/2022. A total of 20 students of class XI IPA 1 were assigned as research samples. Based on the test data of the t-test hypothesis, the tcount value is 24,090 with a ttable value of 2,024. And the significant level used is = 0.05 with degrees of freedom n1 + n2 -2 (20+20-2) = 38. By looking at the values of tcount and ttable, we get tcount > ttable, meaning Ho is rejected and Ha is accepted. Based on the increase test (N-gain) obtained 0.77 with high criteria. Thus, it can be concluded that the application of the online learning project based learning model on thermochemistry learning outcomes in Dumoga Christian High School.]]>
<![CDATA[Pengaruh Model Pembelajaran STAD Berbantuan Media Podcast Terhadap Hasil Belajar Siswa Pada Materi Teori Asam Basa di SMAN 2 Langowan ]]>
<![CDATA[Maria Enny Retno Sari]]>;
<![CDATA[Jeanne M Tuerah]]>
<![CDATA[ Oxygenius: Journal Of Chemistry Education Vol 5 No 1 (2023): Oxygenius : Journal of Chemistry Education ]]>
Publisher : <![CDATA[Chemistry Department, Universitas Negeri Manado ]]>
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DOI: 10.37033/ojce.v5i1.574
<![CDATA[Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penggunaan model pembelajaran STAD berbantuan Podcast terhadap hasil belajar kimia siswa SMA Negeri 2 Langowan. Jenis penelitian yang dilakukan yang dilakukan Quasi experimental design yaitu pretest-posttest control group design, yang merupakan penelitian menggunakan dua kelompok. Populasi dalam penelitian ini yaitu seluruh kelas XI MIPA SMA N 2 Langowan dan sampel terdiri dari 2 kelas, yaitu kelas XI MIPA 2 sebagai kelas eksperimen dan kelas XI MIPA 1 sebagai kelas kontrol masing-masing berjumlah 25 orang siswa. Hasil uji normalitas diperoleh nilai 0,778 > 0,05 untuk kelas eksperimen dan 0,187 > 0,05 untuk kelas kontrol artinya data untuk kedua kelas berdistribusi normal. Untuk uji homogenitas diperoleh nilai 0,341 > 0,05 artinya data homogen. Analisis uji-t dengan sig (2-tailed) sebesar 0,000< 0,05, H0 ditolak dan H1 diterima artinya terdapat perbedaan pembelajaran menggunakan model STAD berbantuan Podcast. Terjadinya perbedaan ini diduga ada pengaruh penggunaan model Pembelajaran STAD berbantuan Podcast pada Hasil Belajar Kimia Siswa materi Teori Asam Basa kelas XI MIPA di SMA Negeri 2 Langowan]]>
<![CDATA[Penilaian Gaya Belajar Model Honey-Alonso Mahasiswa Kimia FMIPA UNIMA ]]>
<![CDATA[Freetje Waworuntu]]>;
<![CDATA[Jeanne Maria Tuerah]]>;
<![CDATA[Soenandar Milian Tompunu Tengker]]>
<![CDATA[ Oxygenius: Journal Of Chemistry Education Vol 4 No 2 (2022): Oxygenius : Journal of Chemistry Education ]]>
Publisher : <![CDATA[Chemistry Department, Universitas Negeri Manado ]]>
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DOI: 10.37033/ojce.v4i2.509
<![CDATA[The Honey-Alonso model consists of 4 LS concepts namely Active Style (AS), Reflective Style (RS), Theoretical Style (TS), and Pragmatic Style (PS). The LS questionnaire consists of 80 statements, each LS has 20 statements. Test the validity of the instrument with SPSS 21 on the Scale – Reliability Analysis menu and the output is shown in the Item – Total Statistics – Corrected Item-Total Correlation table.The results of 58 respondents obtained AS = 9 (45%), TS = 18 (90%), RS = 13 (65%), and PS = 13 (65%) with a consistent reliability coefficient. The assessment is based on the total individual score for each LS and is converted to a z-score using the NORMDIST excel formula. In the range of normal distribution values are identified in 5 categories namely Very Good (VG), Good (G), Enough (E), Less (L), and Very Poor (VP). The results of the assessment are a combination of 17 typical learning styles. There are 41 respondents who have a strong learning style and 17 respondents who have a weak learning style. Learning styles need to be known by students as early as possible so they can improve it. A strong learning style can increase their learning achievement.]]>
<![CDATA[Kurikulum Merdeka dalam Perspektif Kajian Teori: Analisis Kebijakan untuk Peningkatan Kualitas Pembelajaran di Sekolah ]]>
<![CDATA[Roos M. S. Tuerah]]>;
<![CDATA[Jeanne M. Tuerah]]>
<![CDATA[ Jurnal Ilmiah Wahana Pendidikan Vol 9 No 19 (2023): Jurnal Ilmiah Wahana Pendidikan ]]>
Publisher : <![CDATA[Peneliti.net ]]>
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DOI: 10.5281/zenodo.10047903
<![CDATA[This article aims to conduct a policy analysis of the "Kurikulum Merdeka" (Independent Curriculum) from a theoretical perspective. Through the approach of policy analysis and relevant theoretical frameworks, this study examines the formulation and implementation of the Kurikulum Merdeka as an effort to improve the quality of learning in schools. In this policy analysis, we collect and analyze related policy documents, literature reviews, and relevant research findings to understand the policy's objectives, strategies employed, and its impact on the quality of learning. Our analysis identifies key factors that influence the success of the Kurikulum Merdeka, such as the role of teachers, structured curriculum, and community involvement. Additionally, we uncover implementation challenges faced in implementing the Kurikulum Merdeka and provide recommendations for its improvement and development. This research contributes to expanding our understanding of the Kurikulum Merdeka as an educational policy from a theoretical perspective and offers insights for education stakeholders to enhance the quality of learning in schools]]>
