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IJCER (International Journal of Chemistry Education Research)
Published by Universitas Islam Indonesia
ISSN : 25499947     EISSN : 26141426     DOI : -
Core Subject : Science, Education, Social,
Chemistry Education Environmental Science Materials Science & Nanotechnology
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)
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Articles 7 Documents
 1 
Search results for , issue "VOLUME 6, ISSUE 1, April 2022" : 7 Documents clear
The Effect of Online Project Based Learning on Students’ Character Krisna Merdekawati; Umi Marifatul Ngilmi; Widinda Normalia Arlianty
International Journal of Chemistry Education Research VOLUME 6, ISSUE 1, April 2022
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol6.iss1.art2

Abstract

The Covid-19 pandemic that emerged in early 2020, has had a very significant impact on various sectors, including education. Each country shifts learning activities at various levels from face-to-face (offline) to online learning. Achieving competences according to the high school chemistry curriculum is quite difficult to do through online learning, especially for skills and attitudes competency aspects. Chemistry learning during pandemic tended to focus on attaining the knowledge aspect. It needs attention, lest during the pandemic, there will be a degradation of students’ character. It is necessary to design chemistry learning that can facilitate the development of students’ character. One of the efforts that can be done is implementing a variety of online learning models. Project based learning can be an alternative strategy to facilitate the development of students’ character. It is necessary to conduct a study to determine the implementation strategy and impact of project based online learning, because it is not easy to apply the syntax in online learning. The purpose of this study was to investigate the effects of project based online learning on students’ character. The study was a quasi-experimental, with posttest only design. The research population was students of class XI of a public high school in Sleman Regency. The research sample was determined by using purposive sampling technique. The data collection instrument was a questionnaire. The data analysis technique used the independent sample T-test. Based on the research data, it is concluded that there is no difference on students’ character between the implementation of project based online learning and conventional online learning. Keywords: online learning, project-based learning, prophetic character
Examining some of the Students’ Challenges and Alternative Conceptions in Learning about Acid-base Titrations Issa I. Salame; Adrianny Montero; Dani Eschweiler
International Journal of Chemistry Education Research VOLUME 6, ISSUE 1, April 2022
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol6.iss1.art1

Abstract

Chemical equilibria, including acid-base equilibria, play a significant role in the learning of general chemistry. Acid-base reactions as well as acidity and basicity concepts and their relationship to titrations are an important part of any general chemistry course, and students have difficulties understanding these concepts.  The purpose of this research project is to examine some of the challenges and alternative conceptions that students face in learning about acid-base titrations. A Likert-type survey with open-ended questions were used to assess the understanding of 110 participants. The investigation took place at a public, urban, and minority-serving institute. Our data suggest that students struggle with learning about acid-base titration problems and concepts. They rely on algorithmic problem solving, rote- learning, plugging into equations, and calculator use when approaching acid-base titration problems instead of developing their conceptual understanding and meaningful learning of the concepts. Additionally, our data support the notion that development of conceptual understanding of acid-base titration is important for students’ learning. Furthermore, our research data suggest that students have difficulties with understanding and visualizing what is taking place at the microscopic level during acid-base titration reactions. Instructors should consider teaching strategies that include leaning about and interrelating the symbolic, macroscopic, and microscopic levels of representations which can promote learning and deeper understanding of abstract chemical concepts. We recommend that instructors explicitly address and relate the three levels of representation in their teaching of chemistry concepts. Keywords: chemistry education research, acid-base titration, challenges
The Impact of Using Understanding by Design (UbD) Model on Class 10 Student’s Achievement in Chemistry Sonam Tshering
International Journal of Chemistry Education Research VOLUME 6, ISSUE 1, April 2022
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol6.iss1.art4

Abstract

The purpose of this action research was to examine the impacts of Understanding by Design (UbD) Model on class ten student's achievement in chemistry. The study population comprises students of class 10 of Mendrelgang Central School. A sample of 62 students: 22 boys and 40 girls, was drawn using the purposive sampling technique. The participants were divided into two groups, the control and the experimental group. The pretest-posttest control group experimental design is used for this study. This study focuses on investigating the effectiveness of the Understanding by Design model in improving class ten students' achievement in chemistry. The result shows a non-significant difference between the control and experimental group's mean score on the Academic Achievement of Chemistry Test (AACT) for class ten before applying UbD Model (pre-test),  a significant difference between the control and experimental group's mean score of the Academic Achievement of Chemistry Test (AACT) for class ten after applying UbD Model (post-test) and significant difference between boys and girls mean score of the Academic Achievement of Chemistry Test (AACT) for class ten before applying UbD Model. Keywords: Understanding by Design (UbD) Model, Student's Achievement, Class 10 Students, Achievement in Chemistry
The Effect of Online Learning on Interest in Studying Chemistry Courses Norma Eralita; Siti Khuzaimah
International Journal of Chemistry Education Research VOLUME 6, ISSUE 1, April 2022
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol6.iss1.art5

Abstract

The Covid-19 virus in 2020 had a tremendous impact on almost all fields, one of which was in the field of education. Online learning is a solution for teaching and learning activities during the Covid-19 pandemic. This study aims to determine the effect of online learning on interest in learning in chemistry courses during the Covid-19 pandemic. Respondents taken were students of the Faculty of Industrial Technology, University of Nahdlatul Ulama Al Ghazali, Cilacap. The research design used linear regression analysis, with the data collection method in the form of a questionnaire. The results of the analysis for the normality test show a sig value of 0.200 more than 0.05 which means the data is normally distributed and the results of the linearity test show a sig value of 0.393 more than 0.05 which means that the correlation between online learning variables and interest in learning is linear. Based on the results of the linear regression test, the regression coefficient of 0.779 is positive, so it can be said that the direction of the influence of the variable x on y is positive. Based on the significance value: the table coefficients obtained a significance value of 0.001 <0.05, so it can be concluded that the online learning variable (x) has an effect on the learning interest variable (y). Based on the t-count value of 3.607> t-table 2.0484, it can be concluded that the online learning variable (x) affects the learning interest variable (y)
Effect of Concept Mapping Teaching Strategy on Students’ Misconceptions about Chemical Bonding in Rivers State Inibehe Sunday Etokeren; ABOSEDE, Olufunso Olumide
International Journal of Chemistry Education Research VOLUME 6, ISSUE 1, April 2022
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol6.iss1.art3

Abstract

This study examined the effect of concept mapping teaching strategy on Senior Secondary Students’ misconceptions about chemical bonding in Rivers State. Mixed method design, specifically, exploratory mixed method design was adopted. The sample comprised 174 SS2 Students. The instruments were Chemical Bonding Misconceptions Diagnostic Test and Interview Schedule validated by two Science Education Lecturers. The reliability coefficient of 0.87 for the Chemical Bonding Misconceptions Diagnostic Test was determined by test-retest method using Pearson Product Moment Correlation Coefficient formula. Careful piloting of the interview schedule was carried out, and the use of scientific terms as well as discussions were avoided to ensure reliability of the interview schedule. Research questions were answered using percentage and hypotheses tested at 0.05 level of significance using Analysis of Covariance. Findings of the study revealed a remarkable reduction in the high extents of students’ misconceptions about chemical bonding on the use of concept mapping strategy while negligible reduction was found with lecture teaching method. Also, statistically significant difference in the misconceptions of students taught with concept mapping strategy and those with lecture method was found.  This suggests that students’ misconceptions about chemical bonding were corrected on application of concept mapping strategy. There was gender related difference in misconceptions of students taught chemical bonding using concept mapping strategy. It was recommended among others that; teachers should embrace the use of conceptual change strategies such as concept mapping in teaching chemical bonding and other abstract concepts in chemistry. Also, students’ misconceptions should be identified at the beginning of the lesson to facilitate correction. Keywords: misconceptions, concept mapping, chemical bonding, and teaching strategy
The Effectiveness of Virtual Learning Process on Environmental Chemistry Laboratory Course Lutfia Isna Ardhayanti; Adelia Anju Asmara; Noviani Ima Wantoputri; Elita Nurfitriyani Sulistyo; Nelly Marlina
International Journal of Chemistry Education Research VOLUME 6, ISSUE 1, April 2022
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol6.iss1.art6

Abstract

The impact of advanced technology is perceived in every sector, including education. As the Ministry of Education and Culture program, distance learning has become applied in Indonesia, especially with this pandemic COVID-19. The learning model used in the course will affect student understanding in this situation, especially for an experimental study that aims to enhance student skills in the laboratory. The virtual laboratory practice is an additional learning model used in Environmental Chemistry Laboratory Course. Before, the Environmental Laboratory Course used only video to deliver learning materials. This research is experimental research that aims to evaluate the additional virtual laboratory practice's impact on student grades compared to the previous method. The research result was obtained by comparing the practical course's assessment results in 2019/2020 to 2020/2021. A questionnaire was also used to collect student opinions about the new learning method. The number of samples in this research was 395 students. The results show that the average students' grades using explanatory video only is 89, then with additional virtual laboratory practice are 88. From the questionnaire, 46% of the respondent said the application increased their understanding of the learning materials, and they also enjoyed using the application. It could be concluded that the virtual laboratory practice did not improve the assessment result of the course but enhanced the student interest. Keywords: Distance learning, Laboratory course, virtual laboratory practice
Implementation of Make a Match (MaM) Learning Model to the Nomenclature of Common Chemical Compounds on Motivation and Learning Activities of Class X SMA Negeri 1 Turi Academic Year 2019/2020 Mutmainnah; Widinda Normalia Arlianty; Muhaimin Muhaimin; Beta Wulan Febriana
International Journal of Chemistry Education Research VOLUME 6, ISSUE 1, April 2022
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol6.iss1.art7

Abstract

The aim of this study is to find out: 1) Determine whether or not there is a significant difference between the implementation of making a match learning model with conventional learning model to the nomenclature of common chemical compounds on learning motivation, 2) Determine whether or not there is a significant difference between the implementation of making a match learning model with conventional learning model to the nomenclature of common chemical compounds on learning activities. This research was experimental research design with Posttest Only Nonequivalent Control Group Design. The population of this study was all class X students of SMA Negeri 1 Turi in the academic year 2019/2020, with a two-class research sample, namely class X MIPA 1 and X MIPA 2. Data of concept for activity variables and learning motivation  taken by non-test methods in the form of questionnaires and observation. Data analysis techniques used the Mann Whitney type non-parametric statistical test for learning motivation variables and the Two Independent Sample T-Test type parametric statistical test for learning activity variables on nomenclature of common chemical compounds. Based on the results of the study, it can be concluded: 1) There was no significant difference between the implementation of make a match learning with conventional learning model to the nomenclature of common chemical compounds on motivation learning of class x SMA Negeri 1 Turi academic year 2019/2020; 2) There were no significant difference between the implementation of make a match learning with conventional learning model to the nomenclature of common chemical compounds on activities learning of class x SMA Negeri 1 Turi academic year 2019/2020. Keywords: make a match, learning motivation, learning activities

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