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J-PEK (JURNAL PEMBELAJARAN KIMIA)
Published by Universitas Negeri Malang
ISSN : 25286536     EISSN : 25795945     DOI : -
Core Subject : Education, Social,
Education Social Sciences Other
J-PEK, Jurnal Pembelajaran Kimia (e-issn: 2579-5945; p-issn: 2528-6536) is published by Chemistry Department, Fakultas MIPA Universitas Negeri Malang. The publishing frequency of the journal is two issues per year (June and December) and it welcomes articles (in English or in the Indonesian language) in the area of chemistry education including research results, review or short communication, conceptual ideas in chemistry education, and others in-depth analysis of relevant issues in chemistry education disciplines.
Arjuna Subject : -
Articles 6 Documents
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Search results for , issue "Vol 5, No 2 (2020): J-PEK (JURNAL PEMBELAJARAN KIMIA)" : 6 Documents clear
Concrete Model VS Virtual Model: Roles and Implications in Chemistry Learning Thayban Thayban; Habiddin Habiddin; Yudhi Utomo
J-PEK (Jurnal Pembelajaran Kimia) Vol 5, No 2 (2020): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v5i22020p090

Abstract

Mastering the topic of symmetry requires a good representational competence to smoothly understand, visualize, and manipulate the movement of three-dimensional objects. This literature study aimed to describe how concrete and virtual media can be utilized in improving students’ understanding of the topic. The study implies that the thinking process, cognitive tasks, interactions, mental models, and the completeness features displayed by the two models in identifying all symmetrical operations are the distinguishing factors of the effectiveness of the two formats in affecting students’ understanding. The study also implies that the virtual format will contribute to students’ understanding better than the concrete format does. However, the empirical study must be explored further to ensure the difference between the two formats.
Analysis on the implementation of virtual versus reality laboratory Muhammad Fahmi Hakim; Apid Hapid Maksum; Yuliarman Saragih; Cintiya Septa Hasanah
J-PEK (Jurnal Pembelajaran Kimia) Vol 5, No 2 (2020): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v5i22020p059

Abstract

Chemistry learning involves theoretical education and practices. Laboratory infrastructure frequently becomes the primary obstacle. Generally, this research aims to provide an alternative solution for the limited learning resources in Universities, especially in practice courses. This research was specifically conducted to analyze the effect of the implementation of the virtual laboratory and reality laboratory through an experimental method. The research participants were 15 students from Singaperbangsa University Karawang. The participants were given seven questions to reveal the effects of a virtual and a real practice they had carried out. The analysis result on students’ answers identifies that the implementation of virtual lab reduces mistakes and work accidents usually happen in the real laboratory, and it can be an alternative for universities with problems in their laboratory facility. However, the virtual lab cannot fully replace real laboratory, since the level of experiences and skills provided by the virtual lab is not as desirable as the real laboratory. The student does not directly interact with tools and chemicals, so the virtual lab is more effective if it is applied as a preliminary practicum to support the understanding of the practicum in conducting real practicum in the laboratory.
Analysis of chemistry teachers' covalent bond conceptual understanding through diagnostic interview technique Muntholib Muntholib; Mashfufatul Ilmah; Yahmin Yahmin
J-PEK (Jurnal Pembelajaran Kimia) Vol 5, No 2 (2020): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v5i22020p108

Abstract

Conceptual understanding of the subject matter is crucial for teachers in conducting instruction. The covalent bond is one of the essential knowledge of chemistry. This knowledge underlies most of the chemistry body knowledge. The purpose of this study is to investigate the chemistry teachers' conceptual understanding of covalent bonds. This study applied a descriptive qualitative research design. The research subjects were eight chemistry teachers from different schools. Data collection was carried out using a diagnostic interview technique guided by the semi-structured interview protocol. Data analysis was performed using phenomenography techniques. The results show that 25.00% of the interviewees well understood the covalent bond concepts, 22.75% do not understand, and 52.25% have misconceptions. Chemistry teachers have misconceptions about the concepts of intents of atom forming bonds, coordination bonds, types of atoms that form covalent bonds, polar and nonpolar covalent bonds, the level of covalent bonds polarity, Lewis structure writing, and covalent bond length.
The implementation of guided inquiry learning model to enhance students’ critical thinking skills on reaction rate topic: the case of an Indonesian public school Efi Pujianti Puspita Dewi; Ratman Ratman; Kasmudin Mustapa
J-PEK (Jurnal Pembelajaran Kimia) Vol 5, No 2 (2020): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v5i22020p066

Abstract

The main objective of this research was to find out whether the implementation of guided inquiry learning model can improve students' critical thinking skills on the reaction rate topic at one public school located in Central Sulawesi, Indonesia. Experimental research method was used in this study pretest-posttest design. Two science program classes at the grade 11 were recruited. Both were assigned as experimental class 1 and experimental class 2. To measure students' critical thinking skills, the instruments used were critical thinking skills tests and observation sheets. Findings suggest that the critical thinking skills of students in the experimental class 1 was 44% which was in the very high category, 36% of them included in the high category, and 20% included in the medium category. In contrast, in the experimental class 2, students' critical thinking skills were 52% and included in the very high category, 24% of them included in the high category, and 24% included in the medium category. In addition, the N-gain test showcased that the average value for experimental class 1 was 0.75 (the high category) and experimental class 2 was 0.77 (the high category). Our findings concluded that the guided inquiry learning model can improve students' critical thinking skills on the reaction rate topic.
Effect of POGIL Learning Model toward Students' Critical Thinking Skills on Buffer Solution Material Fariza Anizarini; Endang Budiasih; Dedek Sukarianingsih
J-PEK (Jurnal Pembelajaran Kimia) Vol 5, No 2 (2020): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v5i22020p078

Abstract

One of the essential skills students should possess in the 2013 Curriculum is critical thinking. However, students' critical thinking skills in buffer solution material are considered low. Therefore, this study aims to identify the different critical thinking skills between students who attend a process-oriented guided oriented learning (POGIL) with and without science, environmental, technology, and society (SETS) approach on buffer solution material. This research uses quasi-experimental with a posttest-only control group design. The research results reveal that: (1) both POGIL learning models with and without the SETS approach are classified to be successfully carried out; (2) different critical thinking skills are found in students who learn using the POGIL learning model with and without the SETS approach on buffer solution material. The POGIL learning model with the SETS approach carries better students' critical skills results than the one with no SETS approach on the buffer solution material.
The Effect of LC 5E Learning Model Combined with Make a Match on the Cognitive Learning Outcomes of High School Students on Acid Base Materials Hafiz Radyastuti; Endang Budiasih; Dedek Sukarianingsih
J-PEK (Jurnal Pembelajaran Kimia) Vol 5, No 2 (2020): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v5i22020p084

Abstract

Chemistry materials required that students must memorize and understand all of the concepts. Acid base is one of chemistry materials which is considered difficult. One solution to overcome the difficulty in learning acid base materials is change the learning method from one way to two ways that more focus on student (student centered) with reference to the constructivist approach LC 5E and cooperative learning Make a Match. Therefore, this research was conducted with the aim to: (1) describe the feasibility of students who learned acid-base materials use the LC 5E-Make a Match learning model,(2)determine differences in students cognitive learning outcomes that learned using the LC 5E-Make a Match learning model and that learned to use the LC 5E learning model in acid-base materials. This research used a quasi-experimental design with design models of two groups. The two classes were given same acid-base materials with different learning model. The average of student cognitive learning outcomes that learned using the LC 5E-Make a Match learning model (=84,06) was higher than students that using the LC 5E (79,89).

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