Articles
13 Documents
Search results for
, issue
"Vol 7, No 2 (2022)"
:
13 Documents
clear
<![CDATA[Implementation of Creative Problem Solving Model to Improve Students' Critical Thinking Skills in Chemistry Lessons ]]>
<![CDATA[Muzaimah Muzaimah]]>;
<![CDATA[Abdul Gani]]>;
<![CDATA[Andi Ulfa Tenri Pada]]>;
<![CDATA[Ratu Fazlia Inda Rahmayani]]>;
<![CDATA[Muhammad Syukri]]>;
<![CDATA[Yusrizal Yusrizal]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 7, No 2 (2022) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jtk.v7i2.21262
<![CDATA[Implementation of the 2013 and prototype curriculum requires students to master critical thinking skills. This study aims to determine differences improvement of students' critical thinking skills who were taught using Creative Problem Solving (CPS) and direct learning model in chemistry learning. This research is quasi-experimental research. The research sample was 64 student from class 10th grade, which are 32 students in experimental class and 32 students in control class. The sample was taken by purposive sampling. The instrument used is critical thinking skills test consisting of 15 questions. Data collection was carried out pretest and posttest. Data analysis used N-gain test and independent sample t-test. The results showed that the experimental class's average N-gain of critical thinking skills was 0.84 (high) and the control class was 0.61 (medium). There are differences in students' critical thinking skills taught with CPS and direct learning model. The difference in the highest increase is found in the inference indicator which only exists in the CPS learning model. This proves that the application of the CPS model affects critical thinking skills better than the direct learning model.]]>
<![CDATA[Implementation of 8E Learning Cycle Model with Instagram to Overcome Student Misconceptions in Buffer Solution Material ]]>
<![CDATA[Muhammad Rizal]]>;
<![CDATA[Rusmansyah Rusmansyah]]>;
<![CDATA[Rusliana Sari]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 7, No 2 (2022) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jtk.v7i2.20494
<![CDATA[This study aims to determine the effectiveness of applying the 8E learning cycle model with Instagram to overcome student misconceptions in Buffer Solution material. In particular, this study analyzed the differences between the 8E learning cycle model and the online (conventional) expository model with Instagramin overcoming student misconceptions about buffer solution materials. This research method is a quasi-experiment with a non-equivalent control group design. Data collection used a three-tier multiple choice test technique and five experts' validated student response questionnaires. The sampling technique uses purposive sampling. Data analysis techniques use descriptive and inferential analysis of t-tests. The t-test is used to analyze the difference in concept understanding learning outcomes between the experimental and control classes to determine the effectiveness of the 8E learning cycle model. The results showed there were significant differences in concept understanding and misconceptions between experimental class students and control class students (0.00<0.05). Experimental class concept understanding was higher (43.62%) than the control class (28.95%), and experimental class misconception was lower (40.76%) than the control class (47.81%). From these data, it can be concluded that the application of the 8E learning cycle model is more effective than the expository (conventional) online model in overcoming misconceptions in buffer solution materials. The 8E learning cycle model can be an alternative to overcome misconceptions and improve students' understanding of concepts in buffer solution materials.]]>
<![CDATA[Culturally Responsive Chemistry Teaching (CRCT) of College Students as A Novice Teacher: Does It Matter? ]]>
<![CDATA[Atiek Winarti]]>;
<![CDATA[Almubarak Almubarak]]>;
<![CDATA[Parham Saadi]]>;
<![CDATA[Ijirana Ijirana]]>;
<![CDATA[Siti Aminah]]>;
<![CDATA[Ratman Ratman]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 7, No 2 (2022) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jtk.v7i1.20676
<![CDATA[Culture is an essential part of human life; cultural involvement in learning can train students to find the meaning of life, including the contribution of chemistry in the cultural context of society. Teachers reported that they struggle to meet students' needs relevant to differences in culture and ability. The study aimed to investigate college students' understanding of chemistry by involving their culture with various methods, including transformative teaching and problem-solving. The research method used descriptive with a qualitative approach. The data collection techniques were projects, interviews, observation, and questionnaires. The findings revealed that the learning process involving cultural aspects could show the contribution of chemical elements in society, especially the formation of scientific cognition. Culturally responsive chemistry teaching is an innovative learning approach to training college students' understanding (novice teachers). The research concludes that a good chemistry teacher can understand the needs of students, especially knowing their cultural background. To effectively teach from diverse backgrounds, schools need teachers who understand the impact of student's home and community cultures on their educational experience. This research can also develop an instructional design, train novice chemistry teachers’ teaching skills, and develop curriculum.]]>
<![CDATA[Development of Intertextual-Based E-Book on the Concept of Buffer Solution ]]>
<![CDATA[Nur Sehasari Dewi]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 7, No 2 (2022) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jtk.v7i2.21235
<![CDATA[Students are necessary to understand macroscopic, sub-microscopic, and symbolic representations levels in buffer solution concept. The research aims to develop the intertextual-based e-book on the concept of buffer solution. The study is part of the research and development plan for creating teaching materials. Stages of research are conducted as follows research and information collecting, planning, and developing the preliminary form of product. Based on the result, the product of teaching material has characteristic, which is connecting the three levels of chemical representation on the buffer solution concept. Due to their visualization character and multiple representational relationship, interactive e-books demonstrate the power and value of modeling, learning, and assessment perspectives. Intertextual e-books potential to be implemented as teaching materials in buffer solution concepts.]]>
<![CDATA[Development of E-Worksheets on Reaction Rate Topics ]]>
<![CDATA[Herdini Herdini]]>;
<![CDATA[Roza Linda]]>;
<![CDATA[Rini Rahma Fadila]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 7, No 2 (2022) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jtk.v7i2.9319
<![CDATA[Students need ICT-based teaching to understand chemistry containing abstract and macroscopic concepts. The study aims to develop electronic worksheets using the Adobe Acrobat 11 Pro application. The Plomp model was used to calculate the total percentage of data collected from expert validation sheets and response questionnaires for educators and students. The results showed that the average percentage score obtained by material and media experts was 88.92% and 90.99%, respectively, in the very valid category. The results of the responses of educators and students in the small-scale test obtained an average percentage score of 88.42% and 85.35%, respectively, with very good and very interesting categories. Based on the result, the electronic worksheets developed for the reaction rate material are feasible for the learning process.]]>
<![CDATA[Design of Science Process Skill-Based Intertextual Learning on Reaction Kinetics Concept ]]>
<![CDATA[Jihan Assyifa Fatihah]]>;
<![CDATA[Tuszie Widhiyanti]]>;
<![CDATA[Sri Mulyani]]>;
<![CDATA[Wiji Wiji]]>;
<![CDATA[Galuh Yuliani]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 7, No 2 (2022) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jtk.v7i2.20883
<![CDATA[The study aims to design an intertextual learning strategy with Predict-observe-explain (POE) to develop students' science process skills. The research method is Research and Development (R&D) consist of material analysis, developing indicators of science process skills, and developing learning designs. The learning design was validated by five experts. Based on experts’ suggestion, intertextual-based learning activities involving three levels of chemical representation with POE learning steps to build the concept of the effect of the nature of the reactant and catalyst on reaction rates and develop students' science process skills. The strategy consists of five phenomena which are followed by three experiments and two videos as observation tools for the student. The explanation stages are guided by sets of guiding questions that involve multi-representation levels in that explanation. The product of this research is expected to be used as an alternative learning strategy that can be used by teachers to minimize the possibility of misconceptions that occur, increase mastery of concepts, and students' science process skills.]]>
<![CDATA[Profile of Interactive Learning Media Based Digital Literacy Needs on Elemental Chemistry Concepts ]]>
<![CDATA[Hayuni Retno Widarti]]>;
<![CDATA[Diah Triwidiastuti]]>;
<![CDATA[Deni Ainur Rokhim]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 7, No 2 (2022) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jtk.v7i2.20921
<![CDATA[Interactive learning media integrated with technology are needed to facilitate the explanation of abstract material, including elemental chemistry. The study aims to analyze the profile of interactive learning media-based digital literacy needs on elemental chemistry concepts in high school students. The research uses a descriptive qualitative research method. The subjects of this study consisted of chemistry teachers and high school students from four sub-districts in Trenggalek Regency. Based on perspective of teachers and students, they need learning media that can help explain abstract material to be more communicative and interactive to increase learning effectiveness. The results of questionnaire answers show the application of interactive digital learning media based digital literacy from the teachers and students are 39% and 37%, respectively. The percentage shows that digital literacy-based learning media is still lacking. Furthermore, interactive learning media based on digital literacy could be developed to fulfill a need using specific criteria. ]]>
<![CDATA[Development of Interactive E-Workbook Based on Peer-Led Team Learning on Collaboration Skills and Critical Thinking in Basic Chemistry Concept ]]>
<![CDATA[Ayu Rahayu]]>;
<![CDATA[Edi Ilimu]]>;
<![CDATA[Musdalifatul Adewia]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 7, No 2 (2022) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jtk.v7i2.19750
<![CDATA[Many students struggle to understand chemistry because it is abstract, conceptual, and involves numerous mathematical operations. Collaboration skills are needed for students to develop collaborative and critical thinking as part of 21st century life skills. This study aims to develop an interactive e-workbook based on PLTL (Peer-Led Team Learning) that meets the criteria of being valid, practical, and effective against collaboration and critical thinking skills. This research is an ADDIE-based development research with analysis, design, development, implementation, and evaluation stages. Limited trials were conducted on students in basic chemistry classes. The validation results show that e-workbook is valid, practical, and effective. The results of limited trial showed that collaboration skills improved in the good category with average score is 75%, and critical thinking skills improved in the medium category with average score is 0.33. It shows that the interactive e-workbook based on the PLTL model can improve collaboration and critical thinking skills and can be used to solve problems in group discussions with the help of an expert leader.]]>
<![CDATA[Development of Online Learning Videos Using Animiz Software on Hydrocarbon Topics ]]>
<![CDATA[Arnanda Irawan]]>;
<![CDATA[Agus Kamaludin]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 7, No 2 (2022) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jtk.v7i2.20353
<![CDATA[Animated videos as interactive learning media are rarely made using animation software. The study aims to develop online learning videos using Animiz Animation Maker Software on hydrocarbon material and analyze video quality based on assessing material experts, media experts, reviewers, and student responses. The research is development research (R&D) with development model consisting of the define, design, develop, and disseminate stages, but is limited to the developing stage. The final product is an animated video of hydrocarbon topics. The result of product quality assessment by material experts, media experts, and reviewers, respectively 84%, 95%, and 87% with very good category. The video was responded positively by students with an ideal percentage of 97%. Based on the assessment results, this learning video can be used as alternative chemistry learning media for online learning. ]]>
<![CDATA[Proton Transfer: The First-Year Students’ Conceptual Understanding ]]>
<![CDATA[Asih Widi Wisudawati]]>;
<![CDATA[Hans-Dieter Barke]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 7, No 2 (2022) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15575/jtk.v7i2.21029
<![CDATA[Modern Chemistry education shows acid-base reactions by proton transfer with regard to Bronsted’s theory. Understanding how protons can be transferred by particles in solutions is quite challenging. The study aims to presents how university-first-year students are figuring out involved particles which take and give protons. Further, the enrolled participants in this study should explain how the process of proton transfer is running by selected particles but not by substances. Fifty-four students participated in this study that started from revealing participant’s experiences on their previous education at senior high school. Subsequently, researchers conducted a pretest, learning planning, and learning implementation, finally a posttest. Qualitative analysis is preferred to analyze students’ conceptions on particle level. The result shows us that there are two categories of participant’s difficulties. First is determining the involved particles either all particles or reacting particles. The difficulties dominate on mixing terminology of atoms, ions, and molecules, also on preferences of memorizing and calculating oxidation state for chemical equations. The subsequent difficulty is the proton transfer process that caused by participant’s failure on how they selected reacting particles. The systematic sequence on introducing and interpreting chemical equations has also presented as breakthrough. ]]>
