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Jurnal Tadris Kimiya
Published by Universitas Islam Negeri Sunan Gunung Djati Bandung
ISSN : 25276816     EISSN : 25279637     DOI : 10.15575/jtk.v7
Core Subject : Science, Education,
Chemistry Education
Tadris Kimiya Journal is a Journal published by Department Chemical Education, Tarbiyah & Keguruan Faculty UIN SGD Bandung, has a scope of discussion on education and chemistry learning.
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 13 Documents
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Search results for , issue "Vol 7, No 1 (2022)" : 13 Documents clear
IMPLEMENTASI E-MODUL METABOLISME PROTEIN DALAM PEMBELAJARAN BIOKIMIA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS Muktiningsih Nurjayadi; Fera Kurniadewi; Tri Susanti
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.9991

Abstract

Inovasi pembelajaran abad ke-21 harus dioptimalkan dengan menggunakan media dan sumber belajar yang tepat. Penelitian ini bertujuan untuk mengimplementasikan modul elektronik (e-modul) metabolisme protein sebagai bahan ajar pada pembelajaran biokimia untuk meningkatkan kemampuan berpikir kritis. Isi modul dikembangkan menggunakan aplikasi Flip PDF Profesional berdasarkan desain pembelajaran pada mata kuliah Biokimia sesuai dengan kurikulum dari program studi Pendidikan Kimia. Selain itu, e-modul dilengkapi dengan video, gambar, animasi, tautan ke berbagai sumber yang berkaitan dan tes formatif pada setiap materi. Penelitian ini menggunakan metode kuantitatif komparatif non parametrik yaitu dengan membandingkan pengukuran kemampuan berpikir kritis sebelum belajar menggunakan e-modul dengan pengukuran kemampuan berpikir kritis setelah belajar menggunakan e-modul. Peningkatan berpikir kritis dilihat dari hasil pengukuran akhir menunjukkan pengurangan jumlah mahasiswa yang berkategori jelek dan peningkatan jumlah mahasiswa yang berkategori baik bahkan sangat baik. Peningkatan kemampuan berpikir kritis juga dilihat melalui Two Tail T-Test, dengan nilai thitung sebesar 4,775178 sedangkan nilai ttabel untuk Two Tail T-Test sebesar 2,02619, karena thitung > ttabel terdapat perbedaan yang signifikan antara skor perolehan pengukuran awal dan pengukuran akhir, maka H0 ditolak dan H1 diterima. Berdasarkan hasil tersebut, dapat disimpulkan bahwa terdapat peningkatan kemampuan berpikir kritis mahasiswa setelah mengikuti pembelajaran biokimia menggunakan e-modul metabolisme protein ini.
The Making of Evaluation Instrument Based on HOTS with Wondershare Quiz Creator on Ion Balance and Buffer Solution pH Asmadi M. Noer; Puji Pebrianti; Betty Holiwarni; Sunarti Sunarti
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.14392

Abstract

The ability of students to solve problems is still low; therefore, a Higher Order Thinking Skills (HOTS)-based evaluation instrument through media is needed. This study aims to produce an evaluation instrument based on HOTS using Wondershare Quiz Creator (WQC) implemented to a valid ionic balance and pH buffer solution subject according to material and media experts. This research uses research and development (R&D) with the Plomp model. Besides, the research subjects are three teachers and 30 students in 11th grade from SMAN 8 Pekanbaru, SMAN 2 Pekanbaru, and MAN 1 Pekanbaru. Literature studies and field studies were carried out as the data collection techniques. The research data is obtained from the validation results of two material validators, two media validators, and user trials. The validation result to material validators has obtained the average based on the material aspect 96.00%, construction aspect 93.10%, and language aspect 99.00%. According to media validators, based on the content aspect 90.00%, learning design 84.00%, display (visual communication) 85.00%, and software utilization 95.71%. The analysis of the questions showed that ten questions were valid, had very high reliability, a medium difficulty level of five questions, and a difficult category of five questions and had good distinguishing power. User response scores are 88.00% by teachers and 95.23% by students with very good criteria.
The Effect of Triangulation-Based Metacognitive Learning Strategy on Students' Chemistry Literacy and Learning Achievement Parlan Parlan; Zelen Surya Minata; Ida Bagus Suryadharma; Oktavia Sulistina; Siti Marfu'ah
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.14811

Abstract

This study aimed to investigate the effect of triangulation-based metacognitive learning strategy on students’ chemistry literacy and learning achievement. This study was conducted by using a pretest-posttest control group design. The participants of this research were two classes of 10th grade natural science students of Senior High School in Pasuruan, Indonesia. One class was taught using triangulation-based metacognitive learning strategies consisting of four steps (Preparing, Doing, Checking, and Assessing & Following-Up) abbreviated to MLS-PDCA, and another was taught using expository learning strategy (ELS). Data was collected by pretest and posttest. Based on the data analysis, it was known that the N-gain averages of students’ chemistry literacy were 54% in MLS-PDCA class as the middle category and 38% in the ELS class as middle category. N-gain averages of learning achievement were 56% in experiment class as middle category and 40% in ELS as middle category. Mann Whitney U and independent sample t-test showed that the improvement of students’ chemistry literacy and learning achievement in MLS-PDCA class was more significant than in the ELS class. It can be concluded that MLS-PDCA can enhance the students’ chemistry literacy and learning achievement in senior high school.
PENGEMBANGAN KETERAMPILAN ABAD 21 DALAM PEMBELAJARAN ASAM BASA MELALUI PROYEK STEAM Achmad Ridwan; Chintia Fatimah; Tritiyatma Hadinugrahaningsih; Yuli Rahmawati; Alin Mardiah
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.4913

Abstract

This study is aimed to develop students' 21st century skills by integrating STEAM projects (Science, Technology, Engineering, Art, and Mathematics) in learning chemistry on acid and base solutions. Interdisciplinary learning was designed to allow students to be actively involved in learning through project development activities to see the relevance of learning content and its application in real life. This study involved 35 students of natural science 11th grade, consisting of 14 boys and 21 girls, in one of public senior high schools in DKI Jakarta Province. Researchers used qualitative methods to understand students' experiences and the implications of learning on their 21st century skills. The researcher collected data through semi-structured interviews, observation, journal reflective, and 21st century skills questionnaires. The results showed that each stage of STEAM learning integrated with project-based learning encouraged students to develop 21st century skills, namely learning and innovation skills, skills using information, media, technology, and life and career skills. Students reflected their abilities in using information and technology, the ability to work together, communication, and thinking at higher levels, as well as adaptability and leadership. In addition, Students were also faced with challenges in changing the paradigm of teachers and students and managing the learning process.
PENERAPAN MODEL PEMBELAJARAN PROJECT BASED LEARNING (PJBL) PADA PEMBUATAN KOLOID UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KEMANDIRIAN BELAJAR SISWA Gita Annissa Desiana; Sulastri Sulastri; Syahrial Syahrial
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.13395

Abstract

Keterampilan bepikir kritis (KBK) dan kemandirian belajar siswa merupakan dua hal yang memiliki keterkaitan dengan proses pembelajaran. Rendahnya kemandirian belajar siswa berpengaruh terhadap keterampilan berpikir kritis dalam memecahkan suatu permasalahan pembelajaran. Keterampilan berpikir kritis dan kemandirian belajar dapat ditingkatkan melalui teknik pembelajaran menggunakan model project based learning. Penelitian ini bertujuan menganalisis penerapan model PjBL pada pembuatan koloid untuk meningkatkan keterampilan berpikir kritis dan kemandirian belajar siswa di MAN 1 Banda Aceh. Jenis penelitian yang digunakan adalah quasi eksperimen. Sampel penelitian ini siswa kelas XI IPA2 sebagai kelas kontrol dan XI IPA4 kelas eksperimen yang berdistribusi normal dan memiliki variansi yang sama. Instrumen penelitian ini adalah soal tes KBK dan angket kemandirian belajar. Hasil penelitian menunjukkan penerapan model PjBL dapat meningkatkan KBK siswa dengan skor rata-rata N-gain 61 kategori sedang. Skor rata-rata N-gain KBK siswa per-indikator >70 termasuk ke dalam kategori tinggi. Hasil pengujian hipotesis KBK siswa kelas eksperimen dan kelas kontrol diperoleh nilai sig (2-tailed) 0,000 < 0,05. kesimpulan tersebut menginformasikan bahwa  KBK siswa kedua kelas tersebut berbeda nyata. Hasil analisis kemandirian belajar siswa diperoleh skor rata-rata N-gain 63 yang termasuk ke dalam kategori sedang. Skor rata-rata N-gain kemandirian belajar siswa perindikator adalah 0,6 yang tergolong ke dalam kategori sedang. Hasil uji hipotesis kemandirian belajar siswa pada kelas ekperimen dan kelas kontrol diperoleh nilai sig(2-tailed) 0,000 < 0,05. Kemandirian belajar siswa kedua kelas tersebut berbeda nyata. Hasil yang diperoleh membuktikan bahwa model PjBL mampu meningkatkan KBK dan kemandirian belajar lebih baik dibandingkan pada kelas kontrol.
PENGARUH MODUL KESETIMBANGAN KIMIA BERBASIS INKUIRI TERSTRUKTUR DENGAN TIGA LEVEL REPRESENTASI TERHADAP MODEL MENTAL SISWA Nurhasanah Nurhasanah; Minda Azhar; Alizar Alizar
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.12844

Abstract

Students find it difficult to understand the material of chemical equilibrium. One of the efforts to overcome these student difficulties is to use a structured inquiry-based module equipped with three levels of representation. This study aims to determine the effect of using the module on students' mental models. This study used a posttest-only control design conducted in two schools. In the design, each school had two groups, namely the experimental group and the control group. The two-tier diagnostic test instrument was used to test the mental models of 134 students. The hypothesis was tested by ttest using the SPSS 16.0 program. The results of the ttest for each school were 0.011 at SMAN 3 Padang and 0.008 at SMAN 13 Padang, with a 0.05 significance level. The results of the t-test showed that the use of the module affected students' mental models.
Analisis Pertanyaan Pada Buku Teks Kimia SMA ANALISIS PERTANYAAN PADA BUKU TEKS KIMIA SMA KELAS X BERDASARKAN KEMAMPUAN BERPIKIR KRITIS Burhanudin Milama; Rahmah Nur Sabrina; Luki Yunita
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.4973

Abstract

Chemistry textbooks' questions are important in improving students' thinking skills. Various types of questions are developed, but the effectiveness of these questions in supporting student success is something that is not expressed enough. This study aims to determine aspects of critical thinking skills developed in questions in the Chemistry High School textbook. The research method used is a descriptive method and multistage sampling technique. There are six books analyzed. The research instrument used was in the form of observation sheets classifying questions based on indicators of critical thinking skills. The results showed that the questions developed in Chemistry textbooks were analyzed based on critical thinking skills, including aspects of making simple explanations with a percentage of 28.8%, building basic skills of 20.3%, concluding at 45.8%, giving further explanations of 3.4%, and set strategy and tactics of 1.7%. The questions developed are dominated by concluding questions. Thus, it can be concluded that the questions in the Chemistry High School textbook have not been developed evenly on the five aspects of critical thinking.
Implementation of STEM E-Module with SDGs Principle to Improve Science Literacy and Environment-friendly Attitudes in Terms of Gender Prima Aswirna; Vira Kiswanda; Nurhasnah Nurhasnah; Reza Fahmi
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.16599

Abstract

Scientific literacy plays an important role in developing education in the 21st century. However, the current student’s scientific literacy ability is relatively low. The millennial generation has been named as a generation that has an environment-friendly attitude. In cases that occur in the field, many students still litter and are not friendly to the environment. There are no teaching materials that develop scientific literacy and environment-friendly attitudes in implementing STEM (Science, Technology, Engineering, and Mathematics) with the principles of Sustainable Development Goals (SDGs). This research aims to produce a STEM e-module with the principles of SDGs to improve scientific literacy and environment-friendly attitudes of 11th grade students regarding gender that is valid, practical, and effective. This research is development research (R&D) with the Plomp model. The data analysis results show that the STEM e-module with SDGs principle has a good impact on students' scientific literacy skills and environment-friendly attitudes. The developed e-module can also help students practice scientific literacy and improve a better environment-friendly attitude.
Pre-Service Chemistry Teacher’s Conception About Chemistry of The Rare Earth Elements Titen Pinasti; Ahmad Mudzakir; Hernani Hernani
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.15479

Abstract

Rare Earth Elements (REE) is an interesting chemistry topic, especially due to current technology development. However, new learning designs of REE need to be developed for Pre-service Chemistry Teachers (PCT) as it is not yet available. A good design is constructed by analyzing PCT pre-conceptions based on the technical difficulties faced by the students during teaching process. The study aims to identify PCT's pre-conceptions focusing on REE topic. We conducted this research involving 17 chemistry education students at the Universitas Pendidikan Indonesia, Bandung. Data was collected through interviews and analyzed using the Qualitative Content Analysis (QCA) method. Our results highlight that PCT had difficulties with chemistry content of REE, especially about electronic configuration, magnetic, and luminescence properties. In addition, PCT faced difficulties correlating electronic configuration's chemistry content into contexts. Based on the interview results, 88.2% of the students agree with the development learning design for undergraduate chemistry students. As a result, we conclude that technical difficulties and misconceptions about REE can be overcome by developing the learning design based on the need of the students.  
Students' Creative Thinking Skills on Reaction Rate Topic through Contextual Teaching and Learning Model Mangara Sihaloho; Ika Riyana Tungkagi; Netty Ino Ischak; Dewi Budi Purwati; Akram La Kilo
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.18326

Abstract

This research aims to analyze the contextual teaching and learning (CTL) model on students' creative thinking skills on the reaction rate topic. This quantitative research used true experimental design of pretest-posttest control. The samples used in this study were from 11th grade at SMA Negeri 1 Pinolosian. The experimental class sample was given treatment of the CTL learning model while the control class used conventional learning, respectively, were 31 and 30 students of 93 populations. Based on a questionnaire, students' creative thinking skills were obtained through observation during the learning process. The data analysis of the test instrument was carried out through a validity test using the product-moment correlation technique (significant level = 0.05), Lilliefors normality test, homogeneity of variance test and ttest. The CTL implementation questionnaire and instrument test data were converted into percentages and categorized. The results showed that the application of the CTL model had a positive effect on students' creative thinking abilities, evidenced by the average score of students in the experimental class before and after treatment increased from 14.55 to 74.84. Otherwise, in the control class, the scores were 30.59 to 33.56. The percentage of students' achievement in creative thinking aspects in the experimental class was good (61%-80%) while the control class was less good (21%-40%). The creative thinking abilities of both classes are very different, which is also reflected in the learning outcomes. The value of tcount (2.240) was greater than ttable (2.042) at the significant level = 0.05, and the hypothesis of H0 was rejected, or H1 was accepted. The application of the CTL learning model positively influenced students' creative thinking skills on the reaction rate material. Students' low originality abilities compared to fluency, flexibility, and elaboration abilities were also discussed.

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