cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rusly Hidayah
Contact Email
ruslyhidayah@gmail.com
Phone
-
Journal Mail Official
jcer@unesa.ac.id
Editorial Address
-
Location
Kota surabaya,
Jawa timur
INDONESIA
JCER (Journal of Chemistry Education Research)
Published by Universitas Negeri Surabaya
ISSN : 25491644     EISSN : -     DOI : -
Core Subject : Science, Education, Engineering,
Chemical Engineering, Chemistry & Bioengineering Chemistry Education
JCER (Journal of Chemistry Education Research) adalah jurnal peer-reviewed yang secara periodik terbit 2 (dua) kali setahun pada bulan Juni dan Desember dengan jumlah 5–8 artikel setiap kali terbit. JCER berisi tulisan/artikel hasil pemikiran dan hasil penelitian dalam disiplin ilmu kependidikan dan pembelajaran yang dikaji secara teoritis maupun empiris.
Arjuna Subject : -
Articles 13 Documents
 1   2 
Search results for , issue "Vol 4, No 1 (2020): Volume 4 No. 1 June 2020" : 13 Documents clear
TRAIN OF ABILITY OF CHEMISTRY TEACHERS TO MAKE OF HIGHER ORDER THINKING SKILLS LEARNING INDICATORS Ismono, Ismono
JCER (Journal of Chemistry Education Research) Vol 4, No 1 (2020): Volume 4 No. 1 June 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v4n1.p43-50

Abstract

Based on the 2013 Curriculum (K-13), the ability to think at a higher level is an ability that must be possessed by every teacher, especially chemistry teachers. This study aims to determine the ability of teachers in compiling indicators of achievement of learning outcomes that require high order thinking skills. This research was conducted on Chemistry teachers who took part in professional education activities of teachers in positions ranging from batch 1 to 4, in 2019. There were 40 teachers who were subject of research in Chemistry. The results obtained are based on the results of testing about 2% of teachers who have been able to compile indicators of learning outcomes based on semi-high thinking (C3). Teachers after attending training above 97% are able to compile indicators of learning outcomes based on higher order thinking (C4). The increase in n-gains increases with a high category
DEVELOPMENT OF A FOUR-TIER INSTRUMENT OF ACID-BASE PROPERTIES OF SALT SOLUTION Habiddin, Habiddin; Ameliana, Devita Novi; Su?aidy, Muhammad
JCER (Journal of Chemistry Education Research) Vol 4, No 1 (2020): Volume 4 No. 1 June 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v4n1.p51-57

Abstract

Many chemistry teachers claimed that identifying students' understanding genuinely is challenging due to the limited time available, and the overload works faced. Therefore, constructing an efficient and valid instrument to overcome this difficulty is a must. This study is a part of the big project to produce a robust four-tier instrument to identify students' conception of acid-base properties of salt solution (FTI-ABPS2). The project involved six groups of researchers, and each group carried out the study in 6 different participant groups and schools. This paper outlines the development and validation of a four-tier instrument of Acid-Base properties of salt Solution involving public secondary school students in Malang Regency. The instrument was constructed using the procedure as carried out by Habiddin & Page (2019). Twenty-eight questions were constructed for the instrument. The results show that the instrument is valid and reliable to be implemented further. In-depth analysis regarding content validity, as well as the empirical validity of the instrument in light with the characteristic of chemical concepts (acid-base properties of salt solution in particular), is also discussed.
LEARNING OF REACTION RATES WITH NESTED CURRICULAR ARRANGEMENT WHICH IS COMBINED WITH CONNECTED CURRICULAR ARRANGEMENT TO IMPROVE CRITICAL THINKING SKILLS OF THE STUDENTS Sa'adah, Khoirotus; Suyono, Suyono
JCER (Journal of Chemistry Education Research) Vol 4, No 1 (2020): Volume 4 No. 1 June 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v4n1.p1-7

Abstract

Abstract. This study aims to evaluate a learning of reaction rates with nested curricular arrangement which is combined with connected curricular arrangement to improve critical thinking skills of the students. The evaluation of this study is based on the result of data collecting toward the implementation of learning, students? activities, learning outcomes, critical thinking skills, and students? responses. This study is conducted using scientific inquiry. The research design used in this study is one group pretest-posttest design including pre-experimental research. The subjects of this study are 36 X graders of MIPA 8 at SMAN 1 Manyar Gresik. The result of this study shows that the implementation of a learning of reaction rates with nested curricular arrangement which is combined with connected curricular arrangement to improve critical thinking skills of the students is in very high value category with percentage of agreement around ?75% and value of the relevant students? activity is greater than the percentage of the irrelevant students? activity so that it has a better category. The students? learning outcomes and critical thinking skills have significantly improved after conducting a learning about reaction rates with nested curricular arrangement which is combined with connected curricular arrangement which is analyzed using t-test. However, there are some students get post-test score under the expected standard value. This learning about reaction rates with nested curricular arrangement which is combined with connected curricular arrangement receives a positive responses from the students of 87, 22% by collecting data using a questionnaire response.Keywords: Critical Thinking Skills, Inquiry, Nested, Connected
TRAINING THE CRITICAL THINKING SKILLS OF STUDENTS USING THE PROBLEM SOLVING LEARNING MODEL IN CHEMICAL EQUILIBRIUM rosa, melysa pramitha; Azizah, Utiya
JCER (Journal of Chemistry Education Research) Vol 4, No 1 (2020): Volume 4 No. 1 June 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v4n1.p33-42

Abstract

 The purpose of its research for  train students' critical thinking with problem solving learning models of equilibrium theory. The research was conducted in XI MIPA 1 class at SMA Negeri 14 Surabaya using the One Group Pretest Posttest Design method. The results obtained in this study were the teacher's implementation of the syntax in accordance with the problem solving learning model obtained by a percentage of ?61% at each meeting. The student's relevant activity reaches a percentage of 82.78% for meeting 1; 84.44% for meeting 2, and 85% for meeting 3. At the time of the critical assessment of the 4 indicators drilled namely, interpretation, analysis, inference, and increasing understanding of 93.49% respectively; 82.87%; 88.90%; 85.42%. On the learning outcomes of students in the realm of knowledge by 92%. This shows the application of effective problem solving learning models in learning chemical equilibrium in training critical thinking skills. 
DEVELOPMENT OF STUDENT WORKSHEET BASED PQ4R ON CHEMICAL BOND MATERIALS CLASS X HIGH SCHOOL Andaeri, Poppy; Noer, Asmadi M; Linda, Roza
JCER (Journal of Chemistry Education Research) Vol 4, No 1 (2020): Volume 4 No. 1 June 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v4n1.p8-15

Abstract

The purpose of this study is to develop PQ4R-based LKPD in high school chemistry learning subject to valid chemical bonds based on aspects of content eligibility, PQ4R characteristics, linguistic, presentation and graphic as well as knowing user responses to LKPD. This type of research is development research with the development process referring to the development of the Plomp model. Consists of the initial investigation, design, realization / construction, test, evaluation and revision, and implementation phases. However, this research is limited only to the test, evaluation and revision phases because the purpose of this study is to develop the product and determine the user's response. The object of this research is PQ4R-based LKPD. Data collection instruments are validation sheets and user responses. The results of the data analysis obtained validity on the aspects of content eligibility, PQ4R characteristics, linguistic, presentation and graphic characteristics, respectively; 97.62%, 95.24%, 91.67%, 95.24%, and 91.67% with valid categories. Trial of user responses by teachers and students in a row; 95.83% and 91.63%, so the LKPD that has been developed is suitable for use in the learning process.
DEVELOPMENT OF ETHNOSAINS-BASED LEARNING MODULE THEME ACID AND BASE FOR SENIOR HIGH SCHOOL CLASS XI Maytrea, Fiesta Iqlima; Namirah, Irah; Solfarina, Solfarina
JCER (Journal of Chemistry Education Research) Vol 4, No 1 (2020): Volume 4 No. 1 June 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v4n1.p16-22

Abstract

This research-based on decreasing cultural identity because of the process of globalization and limited modules used in learning that integrated with culture. This research aims to determine the validity of ethnoscience based learning modules with the theme of acids and bases and to find out the response of class XI students to the modules used. The research method is Research and Development (R&D) which includes several stages: problem identification, data collection, design module, design validation, design revisions, small-scale trials, and final module. The results showed that the modules developed according to BSNP valid with Aiken calculations for aspects of content and media were 0.99 and 0.97. As for the responses of students in the high, medium and low groups, and the percentage 92%, 93%, and 92% which are included in the category very good. The developed module has proven valid to use in learning.
THE INFLUENCE OF CYCLE LEARNING MODEL INTEGRATED BY THINK PAIR SHARE AND STUDENT TEAM ACHIEVEMENT DIVISSION ON QUALITY OF PROCESSES AND COGNITIVE LEARNING OUTCOMES Sholikah, Amar Atus; Zubaidi, Nanang
JCER (Journal of Chemistry Education Research) Vol 4, No 1 (2020): Volume 4 No. 1 June 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v4n1.p23-32

Abstract

Hydrocarbons are one of the materials from Chemistry that studies abstract concepts and procedural knowledge such as alkanes, alkenes and alkyas. To study hydrocarbon material, students must master well the concepts related to previous concepts such as the concept of covalent bonding and equalizing reactions. If students do not understand the concepts related to hydrocarbon material, it will be difficult to master the concepts in hydrocarbon material. The learning process at school at this time sometimes also still does not increase student creativity and activity. The application of the Learning Cycle 5E learning model combined with cooperative type TPS (Think Pair Share) and cooperative type STAD can be used as an alternative to developing a more meaningful learning atmosphere in understanding concepts and giving students the opportunity to work together to solve problems. The purpose of this study was to determine: the quality of the learning process using the LC 5E - TPS and LC 5E - STAD models on the topic of hydrocarbons, as well as differences in the cognitive learning outcomes of hydrocarbon students who were taught with these two learning models. This study uses a quasi-experimental design with "Postest Only Group Design". The sample of this study was students of class XI IPA1 and class XI IPA2 of SMAN I Parang in the 2019/2020 school year, each consisting of 21 people. Class XI IPA1 as an experimental class taught with LC 5E - TPS model and class XI IPA2 as an experimental class taught with LC 5E - STAD model. Research data in the form of observations of the quality of the learning process, the results of observations of students 'cooperative abilities and students' post test scores. Research data were analyzed using t test. The results showed that the quality of the learning process by using the LC 5E - TPS model and the LC 5E - STAD model were included in both categories. Students' cooperative skills in both learning models are included in both categories. Cognitive learning outcomes of students in learning with the LC 5E - TPS model are higher than in learning with the LC 5E - STAD model.
TRAIN OF ABILITY OF CHEMISTRY TEACHERS TO MAKE OF HIGHER ORDER THINKING SKILLS LEARNING INDICATORS Ismono, Ismono
JCER (Journal of Chemistry Education Research) Vol 4, No 1 (2020): Volume 4 No. 1 June 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v4n1.p43-50

Abstract

Based on the 2013 Curriculum (K-13), the ability to think at a higher level is an ability that must be possessed by every teacher, especially chemistry teachers. This study aims to determine the ability of teachers in compiling indicators of achievement of learning outcomes that require high order thinking skills. This research was conducted on Chemistry teachers who took part in professional education activities of teachers in positions ranging from batch 1 to 4, in 2019. There were 40 teachers who were subject of research in Chemistry. The results obtained are based on the results of testing about 2% of teachers who have been able to compile indicators of learning outcomes based on semi-high thinking (C3). Teachers after attending training above 97% are able to compile indicators of learning outcomes based on higher order thinking (C4). The increase in n-gains increases with a high category
DEVELOPMENT OF STUDENT WORKSHEET BASED PQ4R ON CHEMICAL BOND MATERIALS CLASS X HIGH SCHOOL Andaeri, Poppy; Noer, Asmadi M; Linda, Roza
JCER (Journal of Chemistry Education Research) Vol 4, No 1 (2020): Volume 4 No. 1 June 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v4n1.p8-15

Abstract

The purpose of this study is to develop PQ4R-based LKPD in high school chemistry learning subject to valid chemical bonds based on aspects of content eligibility, PQ4R characteristics, linguistic, presentation and graphic as well as knowing user responses to LKPD. This type of research is development research with the development process referring to the development of the Plomp model. Consists of the initial investigation, design, realization / construction, test, evaluation and revision, and implementation phases. However, this research is limited only to the test, evaluation and revision phases because the purpose of this study is to develop the product and determine the user's response. The object of this research is PQ4R-based LKPD. Data collection instruments are validation sheets and user responses. The results of the data analysis obtained validity on the aspects of content eligibility, PQ4R characteristics, linguistic, presentation and graphic characteristics, respectively; 97.62%, 95.24%, 91.67%, 95.24%, and 91.67% with valid categories. Trial of user responses by teachers and students in a row; 95.83% and 91.63%, so the LKPD that has been developed is suitable for use in the learning process.
THE INFLUENCE OF CYCLE LEARNING MODEL INTEGRATED BY THINK PAIR SHARE AND STUDENT TEAM ACHIEVEMENT DIVISSION ON QUALITY OF PROCESSES AND COGNITIVE LEARNING OUTCOMES Sholikah, Amar Atus; Zubaidi, Nanang
JCER (Journal of Chemistry Education Research) Vol 4, No 1 (2020): Volume 4 No. 1 June 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v4n1.p23-32

Abstract

Hydrocarbons are one of the materials from Chemistry that studies abstract concepts and procedural knowledge such as alkanes, alkenes and alkyas. To study hydrocarbon material, students must master well the concepts related to previous concepts such as the concept of covalent bonding and equalizing reactions. If students do not understand the concepts related to hydrocarbon material, it will be difficult to master the concepts in hydrocarbon material. The learning process at school at this time sometimes also still does not increase student creativity and activity. The application of the Learning Cycle 5E learning model combined with cooperative type TPS (Think Pair Share) and cooperative type STAD can be used as an alternative to developing a more meaningful learning atmosphere in understanding concepts and giving students the opportunity to work together to solve problems. The purpose of this study was to determine: the quality of the learning process using the LC 5E - TPS and LC 5E - STAD models on the topic of hydrocarbons, as well as differences in the cognitive learning outcomes of hydrocarbon students who were taught with these two learning models. This study uses a quasi-experimental design with "Postest Only Group Design". The sample of this study was students of class XI IPA1 and class XI IPA2 of SMAN I Parang in the 2019/2020 school year, each consisting of 21 people. Class XI IPA1 as an experimental class taught with LC 5E - TPS model and class XI IPA2 as an experimental class taught with LC 5E - STAD model. Research data in the form of observations of the quality of the learning process, the results of observations of students 'cooperative abilities and students' post test scores. Research data were analyzed using t test. The results showed that the quality of the learning process by using the LC 5E - TPS model and the LC 5E - STAD model were included in both categories. Students' cooperative skills in both learning models are included in both categories. Cognitive learning outcomes of students in learning with the LC 5E - TPS model are higher than in learning with the LC 5E - STAD model.

Page 1 of 2 | Total Record : 13

 1   2 

Filter by Year

2020 2020


Reset
Filter By Issues
All Issue Vol. 7 No. 1 (2023): Volume 7. No 1. June 2023 Vol. 6 No. 2 (2022): Volume 6. No 2. December 2022 Vol. 6 No. 1 (2022): Volume 6 No. 1 June 2022 Vol. 5 No. 2 (2021): Volume 5 No. 2 December 2021 Vol 5, No 1 (2021): Volume 5 No. 1 June 2021 Vol. 5 No. 1 (2021): Volume 5 No. 1 June 2021 Vol. 4 No. 2 (2020): Volume 4 No. 2 December 2020 Vol 4, No 2 (2020): Volume 4 No. 2 December 2020 Vol 4, No 1 (2020): Volume 4 No. 1 June 2020 Vol. 4 No. 1 (2020): Volume 4 No. 1 June 2020 Vol 3, No 2 (2019): Volume 3 No. 2 December 2019 Vol. 3 No. 2 (2019): Volume 3 No. 2 December 2019 Vol 3, No 1 (2019): Volume 3 No. 1 June 2019 Vol. 3 No. 1 (2019): Volume 3 No. 1 June 2019 Vol. 2 No. 2 (2018): Volume 2 No. 2 December 2018 Vol 2, No 2 (2018): Volume 2 No. 2 December 2018 Vol 2, No 2 (2018): Volume 2 No. 2 December 2018 Vol 2, No 1 (2018): Volume 2 No. 1 June 2018 Vol 2, No 1 (2018): Volume 2 No. 1 June 2018 Vol. 2 No. 1 (2018): Volume 2 No. 1 June 2018 Vol 1, No 2 (2017): Volume 1 No. 2 December 2017 Vol 1, No 2 (2017): Volume 1 No. 2 December 2017 Vol. 1 No. 2 (2017): Volume 1 No. 2 December 2017 Vol 1, No 1 (2017): Volume 1 No. 1 June 2017 Vol. 1 No. 1 (2017): Volume 1 No. 1 June 2017 Vol 1, No 1 (2017): Volume 1 No. 1 June 2017 More Issue