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Contact Name
Riyanto Riyanto
Contact Email
riyantokimuii@gmail.com
Phone
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Journal Mail Official
ijcer@uii.ac.id
Editorial Address
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Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
IJCER (International Journal of Chemistry Education Research)
ISSN : 25499947     EISSN : 26141426     DOI : -
International Journal of Chemistry Education Research (IJCER) is a peer-reviewed journal which covers all aspect of education, including chemistry education, physic education, biology education and science education. The journal publishes original research papers, short communications, dissemination, and discussion of research, experience and perspective across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning. The IJCER journal is published every February and August in a year (semi-annual). IJCER journal is fully open access for scholarly readers. International Journal of Chemistry Education Research is published by Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Islamic University of Indonesia. IJCER has already archived by (Indonesian Scientific Journal Database (ISJD) LIPI (Lembaga Ilmu Pengetahuan Indonesia)
Arjuna Subject : -
Articles 79 Documents
IJCER Cover and Table of Content Editor IJCER Editor IJCER
International Journal of Chemistry Education Research VOLUME 2 ISSUE 2, AUGUST 2018
Publisher : Universitas Islam Indonesia

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IJCER Cover and Table of Content
Cover and TOC Cover and TOC Cover and TOC
International Journal of Chemistry Education Research VOLUME 3 ISSUE 1, FEBRUARY 2019
Publisher : Universitas Islam Indonesia

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Cover and TOC
INCREASING TEACHERS' CAPABILITIES IN DISTANCE LEARNING USING THE GOOGLE CLASSROOM APPLICATION THROUGH PERSONAL ASSISTANCE OF TEACHERS IN KEMPONG KALIBAWANG, KULON PROGO DISTRICT, 2020/2021 Dwi Wahyuni
International Journal of Chemistry Education Research VOLUME 5, ISSUE 2, October 2021
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885//ijcer.vol5.iss2.art9

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This research is motivated by teachers who are still not ready to face distance learning during the Covid-19 pandemic. To overcome this problem researchers take corrective actions through school action research which aims to improve the ability of teachers and researchers to provide personal assistance using the Google Classroom application program for learning. distance and improve school performance in order to be able to compete in the field of graduation. The research design uses a qualitative design, while the data collection technique uses the method of documentation and observation. The data analysis technique was carried out through a qualitative descriptive model consisting of data reduction, data presentation, and drawing conclusions. The results of this study can be seen from the increase in the results of the ability of the participants in personal assistance and the implementation of activities by resource persons from before the action in cycles I and II. In the pre-cycle of participants who got an average score of 3.52, the percentage was 88.04% with the "Very Good" category, there was 1 person while the average score was 3.12, the percentage was 78.12%, the conversion value reached 3, the next 6 participants got a score of 2, the category "Quite Good". Based on the teacher's ability in the first cycle it reached 74.65% if converted the value obtained 3, with the "Good" category while in the second cycle it reached 87.49%, if the conversion value obtained a value of 4, with the "Very Good" category. Based on the implementation of mentoring by the resource persons in the first cycle, it reached 87.46%, if converted the value obtained 4, with the "Very Satisfactory" category while in the second cycle it reached 91.22% if converted the value obtained 4, with the "Very Satisfactory" category
Improving Understanding of Application of ISO/IEC 17025 with the Role-Playing and Simulation Methods in Laboratory Management Tri Esti Purbaningtias; Thorikul Huda
International Journal of Chemistry Education Research VOLUME 1 ISSUE 1, AUGUST 2017
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol1.iss1.art1

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ABSTRACT: The application of role-playing learning with self-assessment had been done in the course of Laboratory Management. The application of role-playing learning with self-assessment has been done in the course of Laboratory Management. The learning of role-playing used the module scenario that has been developed based on the general requirements for the competence of testing laboratory and calibration laboratory as stipulated in SNI ISO / IEC 17025. The development of role-playing learning was done through three materials, the making of quality documents, internal audit, and management review, in which each student material will perform the role and proven by video. Self-assessment was based on the competency unit in SKKNI Field of Laboratory Testing Services MSL91600A Develop and maintain laboratory documents, MSL933002A Contribute to the achievement of quality objectives, MSL934002A Implement quality system and continuous improvement process, MSL936001A Maintain quality system and continuous improvement process in work environment, and MSL936002A Carry out internal audits of the quality system. The application of role-playing with self-assessment could give an influence to the improvement of student competency achievement in the competency unit. In class A, student's score of student's previous competency points 39.35% rose to 67.75% and class B rose from 46.51% to 68.95%. The application of role-playing in Laboratory Management could improve the learning outcomes, there is an increase in the number of students who get the value of A that is 13.04% rose to 27.42% while the number of students who got £ C decreased 7.22% i.e. from 21.74% to 14.52%. In addition, the application of role-playing method could improve the teaching performance of lecturer by students that is 3.43.Keywords: quality document, internal audit, management review, role-playing, self-assessment, ISO/IEC 17205 Received: 21 June 2017, Revised: 13 August 2017, Accepted: 2 September 2017
Group Resume Learning through Drama in Instructional Technology Course Artina Diniaty; Lina Fauzi'ah
International Journal of Chemistry Education Research VOLUME 1 ISSUE 1, AUGUST 2017
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol1.iss1.art2

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ABSTRACT: The implementation of group resume learning through drama in instructional technology subjects aimed to create a pleasant atmosphere and improve student creativity in learning so as to facilitate them in understanding the material being studied. The implementation of the research was conducted in four stages: plan, implementation, observation, and evaluation. The results showed that 1) the assessment of drama on group resume learning through drama in instructional technology course is very good, and 2) student response to group resume learning through drama in instructional technology course is very good.Keywords: group resume, drama, instructional technologyReceived: 10 June 2017, Revised: 5 August 2017, Accepted: 1 September 2017
Improvement of Learning Outcomes Inorganic Chemistry Through Cooperative Learning Approach Types Student TeamsAchievement Divisions with The Help Of Molymod Props Reni Banowati Istiningrum; Bayu Wiyantoko
International Journal of Chemistry Education Research VOLUME 1 ISSUE 1, AUGUST 2017
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol1.iss1.art3

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ABSTRACT: This study aims to study the application of STAD type cooperative learning in the course of Inorganic Chemistry combined with the use of Molymod props. The purpose of this study is to determine whether there is the influence of the application of STAD strategy and props Molymod to students' understanding on the subject of Inorganic Chemistry. Implementation of learning is done in two cycles, each cycle includes group learning outside the classroom, material confirmation by the lecturer, working on using the worksheet, and quiz. The data obtained were processed to see the development of each group from the value of the worksheet 1 to the worksheet 9. The group's developmental value was also measured using quizzes performed twice individually. Student attitudes toward STAD and Molymod use were measured using a behavioral scale questionnaire. Based on the assessment of group development, almost all groups showed an increase in group progress from worksheet 1 to worksheet 9. However, the group development value between worksheets and quizzes dropped dramatically. There is no influence of student attitude toward STAD strategy with material understanding. However, the use of molymod influences strong enough to the understanding of student materials. As many as 50% of students get a minimum score of B.Keywords: STAD, cooperative learning, learning outcomes, inorganic chemistry, molymod propsReceived: 15 June 2017, Revised: 5 August 2017, Accepted: 1 September 2017
Group Investigation Learning Implementation and EAOAT-Based Assessement on Profession Education Subject Krisna Merdekawati
International Journal of Chemistry Education Research VOLUME 1 ISSUE 1, AUGUST 2017
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol1.iss1.art4

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ABSTRACT: Profession Education subject has wide coverage lecture material and tend to be regarded as a theoretical matter. Profession Education conventionally, students will only examine theoretically and less meets the subject goals. Evaluation shows that it needs improvement efforts from material aspects, strategies, and assessment systems in Profession Education lectures. The study focused on the description of the implementation and effect of GI in Professions Education subject, a description of EOOAT-based assessment implementation. Subjects of this study were students of Chemical Education Islamic University of Indonesia who took Profession Education subject in the academic year 2016/2017. Lectures conducted with the collaboration of lecturers and expert lecturers from National University of Malaysia. The research instruments include course outline, lecture events unit, hand outs, diagnostic tests, project assessment, cognitive assessment, self-assessment, student satisfaction questionnaires, and expert lecturer’s assessment questionnaire. Lectures conducted in accordance with the stages in the GI, namely: identification of topics, planning investigations, execution of investigations, preparation of the final report, presentation of the final report, an evaluation of progress. Oriented learning outcomes should ideally use a rating system that can give a continuous process and performance. With EOOAT-based assessment, teachers can determine the difficulties and competencies that have not reached by the students. Lecturers can further specify corrective measures in learning to allow students to achieve competence expected. Data research shows that GI learning and EOOAT-based learning has a positive impact. The final grade point average of students was 79.2. The average score of student satisfaction was 92.5. The expert lecturer’s assessment scores were 95.8. From self assessment showed that students understand the lecture material and the interest in the teacher profession was increased after the lecture.Keywords: group investigation, EAOAT assessment, profession educationReceived: 15 June 2017, Revised: 4 August 2017, Accepted: 1 September 2017
The Development of Inquiry Learning on Analytical Chemistry Lab II at Diploma of Analytical Chemistry Thorikul Huda; Yuli Rohyami
International Journal of Chemistry Education Research VOLUME 1 ISSUE 1, AUGUST 2017
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol1.iss1.art5

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ABSTRACT: The development of inquiry learning has been performed on Chemistry Analytic II Practicum at Chemistry Analyst Department. This study is a classroom action research using 68 students of semester 2nd. Inquiry learning development that has been implemented in general has given the results of innovation learning in vocational education programs. Development of learning innovation is particularly relevant to the competency certification systems that have been developed in Professional Certification Agency (LSP UII). The lesson plan has been done contributed to improvements in the design of learning that refers to the Indonesian National Competency Standards in 2015.The development of inquiry learning can help the achievement of student competence. Achievement of competence from the knowledge aspect is done by using written test response test data, while from the attitude and skill aspect is measured from test practice test value. Mean of achievement of knowledge competence is 57.34 and mean of attainment of competency from attitude and skill aspect is 72.06. Competence is an assessment of knowledge, attitudes and skills that can be measured. Chemical Practicum Learning Analysis II is a process of inquiry learning conducted through a series of experiments so that the learning process should be supported by the understanding of the theory concepts that get in the classroom. Practicum learning is focused on achieving the competence of work attitude which gives birth to a standardized work culture and skills must be supported with sufficient knowledge.Data supporting the achievement of student competence can be measured through self assessment in three competency units, that is MSL973002A prepare work solution, MSL974001A prepare, standardize, and use solution and MSL974003A perform testing and chemical procedure that is in accordance with this course with SKKNI Field Laboratory Testing Services from Australian Laboratory Operations Training Package (MSL09). Assessment is done after the students follow the learning process inquiry with the development of learning video. Achievement of students' average student competency Semester 2nd of Chemical Analyst Department at three units of competence is 78.52%. During the learning process practicum, students are given learning tasks in preparing work solutions including preparing, standardizing and using the solution. Achievement rates on these units were 77.30% and 79.51%.The result of the learning development that has been done can give the improvement of the learning result according to the expected target. Learning outcomes can be obtained grades A was 70.74%. Assessment of students in learning practicum is an accumulation of the value of knowledge of pre-test and test responses of writing, the value of skills and attitudes of practicum activities, preparation of reports, seminars and practice test exams. Based on the results of the study showed that inquiry learning can help the achievement of learning outcomes.Keywords: inquiry, competency, video tutorials, learning outcomesReceived: 21 June 2017, Revised: 13 August 2017, Accepted: 1 September 2017
Use of Interactive Media In Biochemical Material Puji Kurniawati; Reni Banowati Istiningrum
International Journal of Chemistry Education Research VOLUME 1 ISSUE 1, AUGUST 2017
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol1.iss1.art6

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ABSTRACT: A study of the use of interactive media in Biochemistry materials at Chemical Analysis Department, Islamic University of Indonesia has been done. Interactive media used in this research is animation media based on molymod and Flash. Molymod is used in lecturing activities to explain the macromolecular bonds and structures that are the focus of the Biochemistry course while the Flash-based animation is expected to improve students' understanding of biochemical metabolism processes in the body. The purpose of this study is to increase students' interest in biochemical learning which is known to be difficult and unattractive.Stages of this research there are 6, namely the initial stage, pre-design, design, model evaluation, field application and evaluation of results. The initial stage is done by improving the Course Outline (CO) and Teaching Unit Course (SAP) as well as the creation of lecture modules. Contents, materials and display modules have been reviewed by incorporating elements of analysis of biochemical examples that are often performed in the industrial world. Molymods of small capacity per set can only make two interconnected monomers. Flash-based animation media can be used during college or can be opened by students independently. The use of interactive media can stimulate students' high interest and understanding, ie 74.38% and 72.88% respectively. The correlation relationship between understanding and interest is also high which is marked with correlation coefficient value 0.806. The achievement of value ≥ B / C obtained with interactive media equal to 76,57% and Lecturer Performance Value (NKD) equal to 3,56.Keywords: interactive media, molymod, biochemistryReceived: 22 June 2017, Revised: 13 August 2017, 1 September 2017
Alternative of Visual Based Learning (VBL) Method Based on Short Duration Video for The Instrumental Chemistry Subject in Chemistry Department Riyanto Riyanto; Beta Wulan Febriana
International Journal of Chemistry Education Research VOLUME 1 ISSUE 1, AUGUST 2017
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol1.iss1.art7

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ABSTRACT:There had been done a study of Visual Based Learning (VBL) method based on Short Duration Video for Instrumental Chemicals Subject in Chemistry Study Program of Mathematics and Natural Sciences Faculty (MNSF), Islamic University of Indonesia (Universitas Islam Indonesia—UII). VBL method is carried out by creating a short duration video about an instrument according to the syllabus of instrument 1 subject such as AAS, UV-Vis Spectrophotometer, FTIR, GC-MS, and CV. In order to determine the effect of VBL method using, an analysis of scores obtained between the experimental class and the control class is used. To determine the effect of VBL on psychomotor ability is done by observing directly when students do an experiment or practicum. The influence of VBL method application on student motivation was studied by using questionnaire. The results pointed out that the data of both samples (both classes) is homogeneous. T-test results: Two-Sample Assuming Equal Variances showed that there is a significant difference in the final scores mean between the experimental class and the control class. Based on the mean score it indicates that the VBL method is better while compared to the learning method without VBL. VBL method has a significant effect on students motivation andpsychomotor ability when it is viewed from observation of practicum and the score of practicum. The conclusion is that the VBL method is able to increase students' motivation and psychomotor ability in the Instrumental Chemistry subject.Keywords: Learning, video, chemistry, instrumentalReceived: 20 June 2017, Revised: 13 August 2017, Accepted: 1 September 2017