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Chemical Literacy of First Year Students on Carbon Chemistry Nursida Djaen; Sri Rahayu; Yahmin Yahmin; Muntholib Muntholib
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 1 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i12021p041

This research aims to develop and validate chemical literacy test instruments on competency and knowledge aspects and to measure the chemical literacy of first-year science education students. Instrument development involved expert consultation, expert judgment, and testing of 114 first-year students majoring in chemistry for the analysis of item validity and instrument reliability. The instrument was developed using the Research& Development model by Borg and Gall (1989). The developed instrument consisted of 30 valid item items with Cronbach's Alpha reliability coefficient of 0.718. The analysis was carried out on 28 first-year students of the Jember State University Science Education Study Program who had studied carbon chemistry. Data analysis showed that the average score of students' chemical literacy was 59.7 in the moderate category.ReferencesAdawiyah, R., & Wisudawati, A. (2017). Pengembangan instrumen tes berbasis literasi sains. Indonesian Journal of Curriculum and Educational Technology Studies, 5(2), 112–121.Akengin, H., & Sirin, A. (2013). A comparative study upon determination of scientific literacy level of teacher candidates. Educational Research and Reviews, 8(19), 1882–1886.Arikunto, S. (2012). Dasar-dasar evaluasi pendidikan edisi 2. Jakarta: Bumi Aksara.Assessment, P. for I. S., & service), S. (Online. (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Publications de l’OCDE.Barnea, N., Dori, Y. J., & Hofstein, A. (2010). Development and implementation of inquiry-based and computerized-based laboratories: Reforming high school chemistry in Israel. Chemistry Education Research and Practice, 11(3), 218–228.Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. ERIC.Celik, S. (2014). Chemical literacy levels of science and mathematics teacher candidates. Australian Journal of Teacher Education, 39(1), 1.Cigdemoglu, C., Arslan, H. O., & Cam, A. (2017). Argumentation to foster pre-service science teachers’ knowledge, competency, and attitude on the domains of chemical literacy of acids and bases. Chemistry Education Research and Practice, 18(2), 288–303.Cigdemoglu, Ceyhan, & Geban, O. (2015). Improving students’ chemical literacy levels on thermochemical and thermodynamics concepts through a context-based approach. Chemistry Education Research and Practice, 16(2), 302–317.De Ovira, E. (2018). PENGEMBANGAN DAN VALIDASI TES KIMIA DENGAN FRAMEWORK PISA PADA MATERI KELAS XI SEMESTER 1. Menara Ilmu, 12(80).DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(6), 582–601.Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education.Gall, M. D., & Borg, W. R. (1989). Educational Research. A Guide for Preparing a Thesis or Dissertation Proposal in Education. ERIC.Gerlach, K., Trate, J., Blecking, A., Geissinger, P., & Murphy, K. (2014). Valid and reliable assessments to measure scale literacy of students in introductory college chemistry courses. Journal of Chemical Education, 91(10), 1538–1545.Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989–1008.Impey, C. (2013). Science literacy of undergraduates in the united states. Organizations, people and strategies in astronomy, 2(2), 353–364.Kemendikbud, R. I. (2014). Permendikbud No. 49 Tahun 2014 tentang Standar Nasional Pendidikan Tinggi. Jakarta: Kemendikbud.Laugksch, R. C., & Spargo, P. E. (1996). Development of a pool of scientific literacy test-items based on selected AAAS literacy goals. Science Education, 80(2), 121–143.Miller, J. D. (1983). Scientific literacy: A conceptual and empirical review. Daedalus, 29–48.Muntholib, M., Ibnu, S., Rahayu, S., Fajaroh, F., Kusairi, S., & Kuswandi, B. (2020). Chemical Literacy: Performance of First Year Chemistry Students on Chemical Kinetics. Indonesian Journal of Chemistry.Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science education, 87(2), 224–240.Norris, S. P., & Phillips, L. M. (2009). Scientific literacy. The Cambridge handbook of literacy, 271–285.OECD, F. (2016). FDI in Figures. Organisation for European Economic Cooperation Paris.OECD, P. (2015). Assessment and analytical framework: Science. Reading, Mathematic and Financial Literacy,(Interscience: Paris, 2016), 24–25.Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections (Vol. 13). London: The Nuffield Foundation.Permendikbud, R. I. (t.t.). Nomor 59 tahun 2014 Tentang Kurikulum 2013 Sekolah Menengah Atas. Madrasah Aliyah, Jakarta: Depdikbud.Rahayu, S. (2017). Mengoptimalkan aspek literasi dalam pembelajaran kimia abad 21. Prosiding Seminar Nasional Kimia UNY, 319–324.Rifal, M., & Rauf, W. (2018). Analisis Penggunaan Bahan Bakar Etanol-Pertalite Pada Motor Honda Scoopy 110 cc. Gorontalo Journal of Infrastructure and Science Engineering, 1(1), 55–64.Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2006). The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students. Chemistry Education Research and Practice, 7(4), 203–225.Sumarni, W., Supardi, K. I., & Widiarti, N. (2018). Development of assessment instruments to measure critical thinking skills. IOP Conference Series: Materials Science and Engineering, 349(1), 012066.Sunarti, T. (2015). Pemahaman literasi sains mahasiswa calon guru fisika Universitas Negeri Surabaya. Seminar Nasional Fisika dan Pembelajarannya, 2015, 34–39.Tarhan, L., & Sesen, B. A. (2010). Investigation the effectiveness of laboratory works related to “acids and bases” on learning achievements and attitudes toward laboratory. Procedia-Social and Behavioral Sciences, 2(2), 2631–2636.Thummathong, R., & Thathong, K. (2018). Chemical literacy levels of engineering students in Northeastern Thailand. Kasetsart Journal of Social Sciences, 39(3), 478–487.Traiwichitkhun, D., & Wongwanich, S. (2014). Causal Model of Research Competency via Scientific Literacy of Teacher and Student Lertporn Udompong. Procedia-Social and Behavioral Sciences, 116, 1581–1586.Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st century skills through scientific literacy and science process skills. Procedia-Social and Behavioral Sciences, 59, 110–116.

Development of Pisa 2015 Based Chemical Literacy Assessment Instrument For High School Students Fika Aning Tiara; Oktavia Sulistina
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 1 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i12021p026

This study aims to develop valid and reliable chemical literacy assessment instruments based on PISA 2015. The development procedures carried out were 1) research and information collecting, 2) planning, 3) development preliminary form of product, 4) preliminary field testing, and 5) main product revision. Instrument of development result was validated(content validity and empirical validity). Content validity assessment data was obtained from the validity test results from two chemistry lecturers. Empirical validity test data were acquired from68 grade XI students as test subjects who came from five high schools in Malang. An empirical validity test was used to obtain the level of validity, reliability, discrimination index, difficulty level, and effectiveness of distractors of the items developed in the instrument. The instrument of development results consisted of 20 multiple choice items and 4 attitude questionnaires. The results of the content validity test indicated a valid instrument (the average score for the aspects of substance, construction, and language was 83.9). The results of the empirical validity test showed that multiple-choice items had a correlation value of 0.37-0.77, categorized as valid, and the reliability value was 0.86, classified as highly reliable. The discrimination index obtained was five items ranked as sufficiently good and 15 items categorized as good, while five items classified as easy item, 14 moderate items, and one difficult item, all distractors were functioning. The empirical validity test results in the form of an attitude questionnaire showed a correlation value of 0.65-0.69, so they were valid, and the reliability value was 0.59, classified as quite high criteria. Instrument development results proved to be valid and reliable, so it is feasible to be used to measure students' chemical literacy skills.ReferencesAmerican Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy: a project 2061 report. New York: Oxford University Press.Arikunto, S. (1993). Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.Bond, D. (1989). In Pursuit of Chemical Literacy: A Place for Chemical Reactions. Journal of Chemical Education, 66(2), 157.Celik, S. (2014).Chemical Literacy Levels of Science And Mathematics Teacher Candidates. Australian Journal of Teacher Education, 39(1), 1 – 15Cigdemoglu, C., & Geban, O. (2015). Improving Students' Chemical Literacy Level on Thermochemical And Thermodynamics Concepts through Context-Based Approach. Chemistry Education Research And Practice, 16, 302 – 317.Cigdemoglu, C., Arslan, H. O., & Cam, A. 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An Assessment of Civic Scientific Literacy in Japan: Development of A More Authentic Assessment Task And Scoring Rubric. International Journal of Science Education, Part B, 7(4), 301 – 322Norris, S. P., & Philip, L. M. (2003). How literacy in its fundamental sense in central to scientific literacy. Science Education, 87(2), 224 – 240.Organisation for Economic Co-operation and Development (OECD). (2016). PISA 2015 Assessment And Analytical Framework: Science, Reading, Mathematic And Financial Literacy. Paris: OECD PublishingOrganisation for Economic Co-operation and Development (OECD). (2018). PISA 2018 Result Combined Executive Summaries Volume I, II, & III. Paris: Organisation for Economic Co-operation and Development.Osborne, J. F. (2010). Arguing to Learn in Science: The Role of Collaborative, Critical Discourse. Science, 328(5977), 463 – 466Rahayu, S. (2014). Menuju Masyarakat Berliterasi Sains: Harapan dan Tantangan Kurikulum 2013. 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Interactive Instructional: Theoretical Perspective and Its Potential Support in Stimulating Students’ Higher Order Thinking Skills (HOTS) Rafika Fauzia Ulfa; Habiddin Habiddin; Yudhi Utomo
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 1 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i12021p001

In this disruptive era, the success of teaching approaches that encourage students’ creativity and innovation is presented in students’ attained high-order thinking skills (HOTS). Consequently, the attainment of HOTS aids someone to avert negative things since they are capable of analyzing and evaluating their obtained information. Besides, HOTS also facilitates the process of students attaining knowledge, generating questions, properly interpreting information, and drawing a conclusion for an issue, with solid reasons, an open mind, and an effective means to communicate it. This article presents a theoretical study on the interactive instructional learning model and identifies its potential in accelerating students’ HOTS. It aims to introduce the interactive instructional model in chemistry learning. Further, this model can be adopted in a study with a more intensive evaluation of its empirical contribution to chemistry learning. The learning syntax for this model has been formulated for the Basic Chemistry Class 1.ReferencesBrookhart, S. M. (2010). How To Assess Higher Order thinking Skills in your classroom. Alexandria.Fearon, D. D., Copeland, D., & Saxon, T. F. (2013). The Relationship Between Parenting Styles and Creativity in a Sample of Jamaican Children. Creativity Research Journal, 25(1), 119–128. https://doi.org/10.1080/10400419.2013.752287Ghani, I. . B. ., Ibrahim, N. ., Yahaya, N. ., & Surif, J. (2017). Enhancing students’ HOTS in laboratory educational activity by using concept map as an alternative assessment tool. Chemistry Education Research and Practice, 18(4), 849–874. https://doi.org/10.1039/C7RP00120GHabiddin, H., & Page, E. M. (2020). Probing Students’ Higher Order Thinking Skills Using Pictorial Style Questions. Macedonian Journal of Chemistry and Chemical Engineering, 39(2), 251–263. https://doi.org/10.20450/mjcce.2020.2133Habiddin, H., & Page, E. M. (2021). Examining Students’ Ability to Solve Algorithmic and Pictorial Style Questions in Chemical Kinetics. International Journal of Science and Mathematics Education, 19(1), 65–85. https://doi.org/10.1007/s10763-019-10037-wHabiddin, H., & Page, E. M. (2018). Measuring Indonesian chemistry students’ Higher Order Thinking Skills (HOTS) in solving chemical kinetics questions. In Y. Rahmawati & P. C. Taylor (Eds.), Empowering Science and Mathematics for Global Competitiveness; Proceedings of the Science and Mathematics International Conference (SMIC 2018) (pp. 215–222). CRC Press Taylor & Francis.Heong, Y. M., Sern, L., Kiong, T. T., & Mohamad, M. (2016). The Role of Higher Order Thinking Skills in Green Skill Development.Herunata, H., Widarti, H. R., Amalia, R., Sulistina, O., Habiddin, H., & Rosli, M. S. bin. (2020). An analysis of higher order thinking skill (HOTs) in chemistry national examination for senior high school. 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The Use of Chemsketch To Increase Student Learning Outcomes and Motivation In Learning Hydrocarbons Jesi Jecsen Pongkendek; Dewi Natalia Marpaung; Evi Nurvitasari; John Yoro Parlindungan
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 1 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i12021p009

Learning motivation is an encouragement in students to be able to learn well, add skills and provide learning experiences. High learning motivation will improve learning outcomes. This research is quantitative research to determine students' learning motivation, student learning outcomes, and the relationship between learning motivation and learning outcomes in learning chemistry on Hydrocarbon material with the application of Chemsketch media. The research was conducted at SMAN 2 Merauke in Class XI IPA 1 with 28 students. The sampling technique used is simple random sampling. The research data was obtained by using learning outcomes tests and learning motivation questionnaires. The research data were analyzed descriptively and the results obtained were: (1) student learning outcomes with an average score of 81,86 with 25 students passed the test and 3 students not past the test, (2) students' learning motivation with an average score of 80, 86 with 11 people in the very high category and 17 people in the high category. Followed by quantitative data analysis to test the linearity of the data, the normality of the data, and the correlation between learning motivation and learning outcomes with the Pearson bivariate correlation test. After analyzing the results obtained that (1) there is a linear and significant relationship, (2) the data is normally distributed, (3) there is a significant relationship between learning motivation and learning outcomes.ReferencesAbidin, Z., & Ijrah, S. (2018). Hubungan Motivasi Belajar dengan Hasil Belajar Pada Siswa Kelas V SD Negeri Gugus IV Kecamatan Banuhamou Kabupaten Agam. 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Pengaruh Model Pembelajaran Dengan Mengintegrasikan Strategi Pembelajaran Cooperative Learning Tipe STAD Dengan Media Chemsketch Terhadap Hasil Belajar Siswa. Cyberspace : Jurnal Pendidikan Teknologi Informasi, 3(1), 1–7. https://doi.org/10.1017/CBO9781107415324.004Harta, J., Limbong, S. A., & Waruwu, E. E. (2020). Pengembangan Media Pembelajaran Asam Basa Inovatif Berbasis Green Labyrinth untuk SMA. J-PEK (Jurnal Pembelajaran Kimia), 5(1), 17–31. https://doi.org/10.17977/um026v5i12020p017Indriyanti, N. Y., Widisatuti, A., Suryadi, B. U., & Hasanah, N. (2020). Pemberdayaan Guru Kimia Melalui Produksi Media Pembelajaran Berbasis Aplikasi Chemsketch. Jurnal Bakti Saintek, 4(1), 23–26. https://doi.org/10.14421/jbs.1566Iqbal, M., & Tarigan, I. L. (2019). Pengaruh Model Pembelajaran Siklus Belajar 5E Menggunakan Media Animasi Terhadap Aktivitas Belajar Dan Hasil Belajar Siswa SMA Kelas XI Pada Materi Hidrolisis Garam. J-PEK (Jurnal Pembelajaran Kimia), 4(1), 31–38. https://doi.org/10.17977/um026v4i12019p031Linda, R., Herdini, & Rahmaputri, Z. (2017). Multimedia interaktif berbasis autoplay media studio 8 untuk mata pelajaran kimia pokok bahasan laju reaksi untuk kelas XI SMA/MA. Jurnal Pendidikan Kimia, 9(3), 347–351.Lumentut, R. S., Said, I., & Mustapa, K. (2017). Pengaruh Model Pembelajaran Guided Inquiry dengan Mind Map terhadap Hasil Belajar dan Motivasi Siswa pada Materi Redoks di Kelas X SMA Negeri 5 Palu. Jurnal Akademika Kimia, 6(2), 113–118. https://doi.org/10.22487/j24775185.2017.v6.i2.9242Marpaung, D. N., Siregar, L. F., & Pongkendek, J. J. (2019). The development of innovative learning material integrated with environmental activities to improve student learning outcomes on electrolyte and nonelectrolyte solution. IOP Conference Series: Earth and Environmental Science, 343(1). https://doi.org/10.1088/1755-1315/343/1/012218Marpaung, Dewi Natalia. (2019). Implementation of Active and Creative Learning Through Multimedia on the Teaching of Solubility and Solubility Product. Journal of Basic and Applied Scientific Research, 9(6), 42–46.Mbosisi, S. B., & Mustapa, K. (2018). Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Teams Games Tournament Berbasis Scramble Terhadap Motivasi dan Hasil Belajar Siswa SMA Kristen GPID Palu. Jurnal Akademika Kimia, 7(1), 36–40.Mediawati, E. (2010). Pengaruh Motivasi Belajar Mahasiswa Dan Kompetensi Dosen Terhadap Prestasi Belajar. Dinamika Pendidikan, 5(2), 134–146. https://doi.org/10.15294/dp.v5i2.4922Nazalin, N., & Muhtadi, A. (2016). Pengembangan Multimedia Interaktif Pembelajaran Kimia Pada Materi Hidrokarbon Untuk Siswa Kelas XI SMA. Jurnal Inovasi Teknologi Pendidikan, 3(2), 221. https://doi.org/10.21831/jitp.v3i2.7359Novita Yanda, S., & Safitri, Y. (2018). The Effect of Using E-learning Material on Hydrocarbon Chapter to Improve Students’ Achievement Motivation in Learning Chemistry. 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Assessing Students’ Chemical Understanding on Classification of Matters Sitna Windia Risqi; Iva Nur Azizah; Ifah Silfianah
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 1 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i12021p019

Chemistry subject is often considered difficult by some students, it is one of the features to lead misunderstanding of chemistry concept. Material is a basic concept that needs to figure out especially to make easier the concept of classifying material. The data analyzed using descriptive quantitative approaches with test items. The resets displayed that most of the study got difficulties differentiating elements, compounds, and molecules. They still gained complaints to categorized molecular elements and elements, molecular compounds and compounds, and atoms and ions.ReferencesAdadan, Emine (2014) Investigating the influence of pre-service chemistry teachers’ understanding of the particle nature of matter on their conceptual understanding of solution chemistry, Chemistry Education Research and Practice, 219-238.Andersson, B. (1990). Pupils conceptions of matter and its transformation (age12- 16). Studies in Science Education , 18, 53-85.Anshory, Irfan. 2000. Acuan Pelajaran Kimia Kelas 1 SMU. Jakarta : Erlangga.Adisendjaja, Yusuf Hilmi, Oom romlah (2007) Identifikasi kesalahan dan miskonsepsi buku teks biologi SMU, Seminar Nasional Pendidikan Biologi dan Biologi, 1-13.Avci, Filiz, Burci Acar Sesen, Fatma Gulay Kirbaslar (2014) Determination of seventh grade students’ understanding of certain chemistry concepts, ScienceDirect, 152 ( 602-606).Brady,E James. (1994). Kimia Universitas. Jakarta : Erlangga.Dahar, Ratna Wilis. (1989). Teori – teori Belajar. Jakarta. Erlangga.Alighiri, Dante. Apriliana Drastisianti, dan Endang Susila Ningsih. (2018). Pemahaman Konsep Siswa Materi Larutan Penyangga Dalam Pembelajaran MultipleRepresentasi. Jurnal Inovasi Pendidikan Kimia. Vol 12. No 2. Hal 2192-2200.Duit, R., Gropengiesser, H., Kattmann, U., Komorek, M., & Parchman, I. (2012). The model of educational reconstruction-a framework for improving teaching and learning science. In D. Jorde & J. Dillion (Eds.) Science education research and practice in Europe: Restrospective and prospective. , 13-47.Hanson, R., Sam, A., & Antwi, V. (2012). Misconceptions of understanding chemistry teachers about hybridisation. African Journal of Educational Studies in Mathematics and Science. , 10, 12-14.Jannah, M., Ningsih, P., dan Ratman. (2016). Analisis Miskonsepsi Siswa Kelas XI SMA Negeri 1 Banawa Tengah Pada Pembelajaran Larutan Penyangga Dengan CRI (Certainty Of Response Index). Jurnal Akademika Kimia. Vol 5. No 2. Hal 85-90.Maghfiroh, L., Santosa, dan Suryadharma, I. B., (2016). Identifikasi Tingkat Pemahaman Konsep Stoikiometri Pada pereaksi Pembatas Dalam Jenis-Jenis Reaksi Kimia Siswa Kelas X MIA SMA Negeri 4 Malang. (J-PEK) Jurnal Pembelajaran Kimia. Vol 1. No 2, Hal 32-37.Nakhleh, Mary B (1992) Why some students don't learn chemistry: Chemical misconceptions, Journal of Chemical Education, vol. 69.Nurhafizah, Husna Amalya Melati, Rahmat Rasmawan (2017) Deskripsi pemahaman konsep materi dan perubahannya siswa kelas x smk smti pontianak, 1-11.Sam, arkoful, kai niebert, ruby hanson, ankrah kwarteng twumasi (2015) the model of educational reconstruction: scientists’ and students’ conceptual balances to improve teaching of coordination chemistry in higher education, International Journal of Academic Research and Reflection, Vol. 3 (7), 67-77.Saputro, Agung Nugroho Catur dan Irwan Nugraha. 2007. Kimia : Seandainya Kehidupan tanpa Kimia? Jilid 1. Buku pelajaran kimia untuk siswa SMA/MA kelas X. Jakarta : Direktorat Pendidikan Madrasah, Direktorat Jenderal Pendidikan Islam, Departemen Agama RI.Stavy, R. (2008). Learning Science in the Schools: Research Informing Practice. New Jersey: Lawrence Erlbaum: Hillsdale.Sudijono, Anas. (2013). Pengantar Evaluasi pendidikan. PT. Raja Grafindo Persada. JakartaSukmadinata, N.S (2011). Metode Penelitian Pendidikan. Bandung:Remaja RosadakaryaSyukri. (1999). Kimia Dasar Jilid 1. Bandung: ITB.Taber, K. S. (2002). Chemical misconceptions-Preventions, diagnosis and cure. (Vol. 1). London: Royal Society of Chemistry.Yakubi, Malik, Zulfadli, Latifah Hanum, Menganalisis Tingkat Pemahaman Siswa pada Materi Ikatan Kimia Menggunakan Instrumen Penilaian Four-Tier Multiple Choice (Studi Kasus pada Siswa Kelas X SMA Negeri 4 Banda Aceh), Jurnal Ilmiah Mahasiswa Pendidikan Kimia (JIMPK), Vol 2 . No.1 (19-26).

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Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Habiddin

Contact Email Habiddin_wuni@um.ac.id

Phone -

Journal Mail Official jpek.journal@um.ac.id

Editorial Address O2 building, Chemistry Department, Fakultas MIPA Universitas Negeri Malang Jl. Semarang 5 Malang, East Java - Indonesia 65145

Location Kota malang, Jawa timur INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Habiddin

Contact Email
Habiddin_wuni@um.ac.id

Phone
-

Journal Mail Official
jpek.journal@um.ac.id

Editorial Address
O2 building, Chemistry Department, Fakultas MIPA Universitas Negeri Malang Jl. Semarang 5 Malang, East Java - Indonesia 65145

Location
Kota malang,

Jawa timur

INDONESIA