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Jurnal Ilmiah Kanderang Tingang
Published by Universitas Palangka Raya
ISSN : 2087166X     EISSN : 2721012X     DOI : 10.37304
Core Subject : Science, Engineering,
Chemical Engineering, Chemistry & Bioengineering Chemistry Engineering
Jurnal Ilmiah Kanderang Tingang pertama kali terbit tahun 2010 (mulai edisi 30 Juli 2010). Jurnal ini resmi dimulai berdasarkan SK no. 0005.103/JI.3.2/SK.ISSN/2010.07 Tanggal 30 Juli 2010. Penerbit FKIP Universitas Palangka Raya. Frekuensi terbitan 6 bulanan atau 2 kali dalam setahun. Tingang adalah sejenis burung khas Kalimantan Tengah (Borneo). Gambar burung tingang terdapat pada logo Universitas Palangka Raya. Burung Tingang (enggang) melambangkan pencarian/penelitian ilmu dalam kebebasan, kedekatan dengan alam dan lingkungan. Kanderang adalah suara keras dari burung tingang. Jurnal Ilmiah Kanderang Tingang merupakan sarana untuk menyuarakan hasil pencarian/penelitian ilmu pendidikan. Jurnal Ilmiah Kanderang Tingang memuat artikel hasil kajian dan penelitian pendidikan mengenai kurikulum, pendidik dan perbuatan mendidik/mengajar, peserta didik dan perbuatan belajar, lingkungan pendidikan, penilaian dan evaluasi pendidikan, khususnya bidang pendidikan kimia. Terdapat gambar burung tingang pada logo Universitas Palangka Raya. Burung Tingang (enggang) melambangkan pencarian/penelitian ilmu dalam kebebasan, kedekatan dengan alam dan lingkungan. Kanderang adalah suara keras dari burung tingang. Jurnal Ilmiah Kanderang Tingang merupakan media ilmiah untuk menyuarakan hasil pencarian/penelitian ilmu pendidikan, khususnya pendidikan kimia.
Arjuna Subject : Umum - Umum
Articles 6 Documents
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Search results for , issue "Vol 9 No 2 (2018): Jurnal Ilmiah Kanderang Tingang" : 6 Documents clear
Dimensi Pengetahuan Dan Tingkat Berpikir Pada Pembelajaran Kimia Nopriawan Berkat Asi
Jurnal Ilmiah Kanderang Tingang Vol 9 No 2 (2018): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (358.414 KB) | DOI: 10.37304/jikt.v9i2.10

Abstract

The knowledge intended in the 2013 curriculum can be divided into 4 (four) dimensions of knowledge. Dimensions of knowledge include factual knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge. The purpose of this study is to discuss the dimensions of knowledge and the level of thinking in learning chemistry. The cognitive process in learning chemistry in high school is strived for students to be able to reach the level of critical thinking and be able to solve chemical problems that require critical thinking. Students who think critically in solving chemical problems are those who can apply procedural knowledge and metacognitive knowledge in solving certain chemical problems based on certain situations presented to them correctly and can show the key to solving problems. Critical thinking is a basic ability for the development of knowledge in learning chemistry. Students who get various concepts and contexts of chemical problems are expected to be able to successfully recognize paradoxes and solve chemical problems with their knowledge.
Kesulitan Siswa Memahami Pereaksi Pembatas Di SMA Kabupaten Barito Utara Dan Kota Palangka Raya Tahun Pelajaran 2015/ 2016 Siti Hayati; Suandi Sidauruk; Abudarin
Jurnal Ilmiah Kanderang Tingang Vol 9 No 2 (2018): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1100.886 KB) | DOI: 10.37304/jikt.v9i2.11

Abstract

This study aims to identify and explain the difficulties of students in understanding the concept of limiting reagent, including: determining the limiting reagent, if all reagents are in the form of elements and gas molecules; if draw all the reagents in gas molecules; if the moles of each reactant are known; and if the mass of each reactant is known. The population of the study was students of class XI IPA SMA Negeri in North Barito Regency and Palangka Raya City with a research sample of 367. Students' difficulties were examined by using the limiting reagent concept understanding test instrument accompanied by interviews to explore the difficulties experienced by students. The test instrument has four answer choices and four reasons. Content validity was tested by four experts. The average difficulty level is 0.42 and the difference is 0.49. Test reliability was calculated using Cronbach's Alpha. The results showed that students had difficulty understanding the concept of limiting reagent in terms of the macroscopic level an average of 67.24% students and the microscopic level an average of 49.33% students. This means that the macroscopic level of difficulty is higher than the microscopic level of difficulty. The difficulty at the macroscopic level identified is that students have difficulty in converting volume, mass into units of moles. The identified difficulty at the microscopic level is that students have difficulty in understanding so that in solving questions students tend to choose the right answer but wrong in choosing the reason.
Penerapan Pendekatan Saintifik Dengan Bantuan LKS-Induktif Dalam Pembelajaran Faktor-faktor Yang Mempengaruhi Laju Reaksi Pada Siswa Kelas XI SMAN-5 Palangka Raya Tahun Ajaran 2015/2016 Christina Nopriani; Abudarin Abudarin; Akhmad Damsyik
Jurnal Ilmiah Kanderang Tingang Vol 9 No 2 (2018): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (513.777 KB) | DOI: 10.37304/jikt.v9i2.12

Abstract

This study aims to: (1) describe student learning abilities; (2) describe the understanding of student concepts. This study involved 57 students of class XI Specialization in Mathematics and Natural Sciences in SMA Negeri 5 Palangka Raya. The instruments used were pretest and posttest question sheets, LKS-Inductive with a scientific approach, and interview guidelines. Data was collected through three stages, namely pretest, implementation of learning with a scientific approach assisted by LKS-Inductive, and posttest. Data were analyzed descriptively. The results showed that, the learning ability of students in learning with a scientific approach averaged 83.14% with details: (a) the ability to observe by 84.19%; (b) the ability to ask for 48.17%; (c) the ability to collect information at 89.39%; (d) the ability to associate is 96.09%; and (e) the ability to communicate at 87.25%. The ability of students to understand the concept of the factors that influence the rate of reaction in learning with a scientific approach using LKS-Inductive on average by 85.09%
Strategi Mengajar Kimia (Lintas Minat) Melalui Modifikasi Leaderless Group Discussion (LGD) Esdi Pangganti
Jurnal Ilmiah Kanderang Tingang Vol 9 No 2 (2018): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (119.252 KB) | DOI: 10.37304/jikt.v9i2.13

Abstract

Chemistry subjects are often considered difficult subjects in the natural sciences majors, even more so if they are given in the social sciences majors as cross-interest subjects. The average student scored below the minimum completeness criteria, which is 75. In addition students look less active and do not have good motivation. This is possible because students feel that chemistry is a cross-interest subject, which has no significant influence on the direction of the social sciences . This phenomenon can be observed when the PBM process takes place some students seem less interested and cannot focus themselves on learning the material being studied, as well as during the discussion process students tend not to be involved and have a low response. One of the success of the teaching and learning process is determined by the teaching model or method, namely how the teacher delivers the material to be taught. Leaderless Group Discussion is a group discussion without the appointment of a leader, which allows each group member to manifest his potential, modified like an Exhibition Stand Guard. In this simulation one can observe the ability of a person to direct and lead a group, the ability to explain ideas so that they can be accepted by others, the ability to determine, etc. The results of the application of learning with the Modified Leaderless Group Discussion approach can increase the participation of class XI students majoring in Social Sciences in learning Cross-Interest Chemistry reached 88.69% with completeness reaching 89.66% (26 people).
Optimasi Kondisi Proses Pengendapan Hidroksida Logam - Logam Berat Kromium Dan Nikelsecara Bertingkat Dalam Limbah Cair Elektroplating Hayu Sanjaya Radix Kristyaka
Jurnal Ilmiah Kanderang Tingang Vol 9 No 2 (2018): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (280.269 KB) | DOI: 10.37304/jikt.v9i2.14

Abstract

This study aims to determine the optimum conditions which include pH, temperature, time, and speed of stirring the process of the deposition of heavy metal chromium (Cr) and nickel (Ni) hydroxides in electroplating wastewater. So as to minimize the concentration of heavy metals chromium and nickel in electroplating wastewater before being discharged into the environment. The liquid waste sample in the beaker is stirred using a magnetic stirrer with a constant stirring speed while adding 10% ammonia solution slowly with a variation of pH: 7; 7.5; 8; 8.5; 9; 9.5; 10; 10.5; and 11. The solution is added by the pH buffer and then the volume is equaled to 200 ml, after that it is allowed to stand for 24 hours then the filtrate and the precipitate are separated. The filtrate analyzed the residual content of Cr and Ni using atomic absorption spectrophotometry (AAS). To find out the other optimum conditions, variations in temperature, time and speed of stirring of the deposition process were carried out. The results showed that the optimum pH of deposition of heavy metals Cr was achieved at pH 9 with% deposition of 79.013% while Ni at pH 9.5 with the amount of deposited Ni 99.71%. Optimum settling temperatures for Cr and Ni were reached at 100 0C with Cr% deposition at 50.304% and Ni at 97.891%. The optimum deposition time for Cr is 60 minutes with the amount of precipitation of 45.542% while the optimum deposition time of Ni for 40 minutes with% precipitation of 99.633%. The stirring speed of the Cr and Ni deposition process is 800 rpm with the amount of Cr settling at 63.493% while Ni at 98.531%.
Kemampuan Bernalar Ilmiah Mahasiswa Pada Mata Kuliah Kimia Teknik Maya Erliza Anggraeni
Jurnal Ilmiah Kanderang Tingang Vol 9 No 2 (2018): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (384.148 KB) | DOI: 10.37304/jikt.v9i2.15

Abstract

The ability to reason scientifically (scientific reasoning) is needed in understanding science, including chemistry. The patterns of scientific reasoning enable students to analyze facts or information logically and systematically. Students with good scientific reasoning skills are expected to be able to construct concepts better. This study aims to describe the scientific reasoning ability of Mechanical Engineering Education students in Engineering Chemistry courses. Research subjects numbered 65 people. Students' scientific reasoning abilities are measured by the Classroom Test of Scientific Reasoning (CTSR). Based on this CTSR test score, the level of student development can be categorized into four levels of development, namely the level of concrete, low formal, upper formal and post formal. The results showed that as many as 89% of students were still at the level of concrete reasoning and only 11% had reached the level of reasoning low formal. This shows the level of scientific reasoning ability of students is still low and there is a delay in the development of reasoning ability. The lowest type of reasoning is the probability reasoning pattern and the conservation reasoning pattern is the reasoning most mastered by students.

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