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All Journal Chemistry in Education Jurnal Pendidikan Kimia (JPKim) Indonesian Journal Of Educational Research and Review Jurnal Pengabdian Isola
Lestari, Nanda Ayu
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Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Other

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Analisis Miskonsepsi Siswa Materi Asam Basa Menggunakan Two-Tier Berbantuan CRI (Certainty of Response Index) Lestari, Nanda Ayu; Wijayati, Nanik; Haryani, Sri; Kasmui, Kasmui
Chemistry in Education Vol 9 No 2 (2020): Terbit bulan Oktober 2020
Publisher : Universitas Negeri Semarang

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Abstract

Ilmu kimia mempelajari konsep yang kompleks dan abstrak sehingga tidak mudah dipahami oleh siswa dan seringkali tidak dapat menyelaraskan pengetahuan awal dengan pengetahuan barunya. Hal ini dapat dapat menyebabkan terjadinya miskonsepsi pada siswa sehingga harus segera diidentifikasi supaya dapat segera diatasi. Penelitian ini bertujuan untuk menganalisis profil miskonsepsi yang dialami oleh siswa kelas XI di SMA Negeri 12 Semarang terhadap materi asam basa dan menganalisis faktor penyebab miskonsepsi siswa pada materi asam basa. Profil miskonsepsi pada materi asam basa dapat dianalisis menggunakan two-tier berbantuan CRI (Certainty of Response Index). Metode yang digunakan dalam penelitian ini adalah mixed method yaitu kombinasi metode kuantitatif dan kualitatif, dimulai dari observasi, kajian literatur, menyusun kisi-kisi soal, penyusunan soal tes dan pedoman wawancara, validasi ahli, uji coba, analisis data, penyusunan soal dan angket di Google Form, tes diagnostik, wawancara, pengisian angket, dan analisis miskonsepsi. Hasil penelitian ini menunjukkan data uji coba instrumen tes valid dan reliabel. Hasil analisis miskonsepsi siswa materi asam basa secara keseluruhan 43,75%. Faktor penyebab terjadinya miskonsepsi siswa berasal dari prakonsepsi siswa, cara mengajar, sumber belajar, dan kemampuan siswa. Simpulan dalam penelitian ini adalah instrumen two-tier berbantuan CRI dapat digunakan untuk menganalisis miskonsepsi siswa pada materi asam basa.
Analisis Miskonsepsi Siswa Materi Asam Basa Menggunakan Two-Tier Berbantuan CRI (Certainty of Response Index) Lestari, Nanda Ayu; Wijayati, Nanik; Haryani, Sri; Kasmui, Kasmui
Chemistry in Education Vol 9 No 2 (2020): Terbit bulan Oktober 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Ilmu kimia mempelajari konsep yang kompleks dan abstrak sehingga tidak mudah dipahami oleh siswa dan seringkali tidak dapat menyelaraskan pengetahuan awal dengan pengetahuan barunya. Hal ini dapat dapat menyebabkan terjadinya miskonsepsi pada siswa sehingga harus segera diidentifikasi supaya dapat segera diatasi. Penelitian ini bertujuan untuk menganalisis profil miskonsepsi yang dialami oleh siswa kelas XI di SMA Negeri 12 Semarang terhadap materi asam basa dan menganalisis faktor penyebab miskonsepsi siswa pada materi asam basa. Profil miskonsepsi pada materi asam basa dapat dianalisis menggunakan two-tier berbantuan CRI (Certainty of Response Index). Metode yang digunakan dalam penelitian ini adalah mixed method yaitu kombinasi metode kuantitatif dan kualitatif, dimulai dari observasi, kajian literatur, menyusun kisi-kisi soal, penyusunan soal tes dan pedoman wawancara, validasi ahli, uji coba, analisis data, penyusunan soal dan angket di Google Form, tes diagnostik, wawancara, pengisian angket, dan analisis miskonsepsi. Hasil penelitian ini menunjukkan data uji coba instrumen tes valid dan reliabel. Hasil analisis miskonsepsi siswa materi asam basa secara keseluruhan 43,75%. Faktor penyebab terjadinya miskonsepsi siswa berasal dari prakonsepsi siswa, cara mengajar, sumber belajar, dan kemampuan siswa. Simpulan dalam penelitian ini adalah instrumen two-tier berbantuan CRI dapat digunakan untuk menganalisis miskonsepsi siswa pada materi asam basa.
Research Trends of Project-Based Learning Model in Chemistry Learning Through Bibliometric Analysis Lestari, Nanda Ayu; Liliasari; Irawan, Nisrina Zahira Putri; Musthapa, Iqbal
Indonesian Journal of Educational Research and Review Vol. 7 No. 2 (2024): July 2024
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v7i2.79200

Abstract

Chemistry learning has evolved into various interdisciplinary laboratory practicum activities. The Project-Based Learning (PjBL) Model is one of the innovative strategies that can improve students' high-level skills in mastering chemical concepts and applications broadly and deeply. This research aims to conduct a bibliometric analysis of research developments, relevant topics, and future research opportunities related to the use of project-based learning models in chemistry learning applied in the last decade (2014-2024). The keywords used are project-based learning, chemistry learning, and chemistry education. The results of the search through the Scopus database obtained 365 articles published during 2014-2024, then 319 articles were selected based on predetermined criteria. The results showed that the frequency of research on project-based learning in chemistry began to increase significantly in 2018 and reached a peak in 2021. Chemistry topics that are mainly researched using the project-based learning model are organic chemistry, chemical analysis, green chemistry, and chemistry practicum. The potential research in the future are related to ICT-assisted with project-based learning model such as augmented reality in chemistry learning, the implementation of Project-Based Learning model in inorganic chemistry content, and the link between the PjBL model and curriculum development in the field of chemistry education. This study is expected to help researchers who will conduct and determine the main topics relevant to the domain of project-based learning in the context of chemistry learning.
Training on Development HOTS-oriented Learning for High School Chemistry Teachers: A Case Study [Pelatihan Pengembangan Pembelajaran berorientasi HOTS untuk Guru Kimia SMA: Suatu Studi Kasus] Liliasari, Liliasari; Suryatna, Asep; Nandiyanto, Asep Bayu Dani; Hanafi, Ainul Ahmadsyah; Lestari, Nanda Ayu; Ramdhani, Rikki Mochammad; Wardani, Kicky Uceu; Rachmawati, Iis Sutji
Jurnal Pengabdian Isola Vol 3, No 1 (2024): JPI: VOLUME 3, ISSUE 1, 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpi.v3i1.71493

Abstract

Tantangan abad 21 mengharuskan setiap orang memiliki keterampilan HOTS. Pengembangan keterampilan abad 21 dapat melalui pembelajaran berorientasi HOTS. Kemampuan guru dalam mengatasi tantangan tersebut masih memprihatinkan. Oleh karena itu, pelatihan guru diperlukan yang bertujuan untuk membangun penguasaan konsep dan keterampilan guru kimia SMA dalam mengembangkan pembelajaran berorientasi HOTS. Metode dalam PkM ini adalah pelatihan yang dilaksanakan secara hibrid pada tanggal 16 Oktober sampai 27 Desember 2023. Kegiatan pelatihan pengembangan pembelajaran berorientasi HOTS diikuti oleh 10 guru kimia SMA di Bandung.  Data keberhasilan pelatihan diperoleh dari hasil implementasi pembelajaran dan hasil observasi selama proses implementasi pembelajaran. Secara umum guru kimia dapat mengembangkan pembelajaran dan berhasil mengimplementasikan pembelajaran dari beberapa sekolah di Bandung. Hal ini menunjukkan pelatihan dapat meningkatkan penguasaan konsep dan keterampilan guru dalam mengembangkan pembelajaran berorientasi HOTS.The challenges of the 21st century require everyone to have HOTS skills. The 21st century skills development can be done through HOTS-oriented learning. Therefore, teacher training is needed which aims to build high school chemistry teachers' mastery of concepts and skills in developing HOTS-oriented learning. The method in this PkM is training carried out in a hybrid manner from 16 October to 27 December 2023. The HOTS-oriented learning development training activity was attended by 10 high school chemistry teachers in Bandung. Training success data was obtained from the results of learning implementation and observations during the learning implementation process. In general, chemistry teachers can develop learning and successfully implement learning from several schools in Bandung. This shows that training can improve teachers' mastery of concepts and skills in developing HOTS-oriented learning.
Implementation of green chemistry approaches in chemistry labs instruction: A systematic literature review Lestari, Nanda Ayu; Sulistyowati, Dewi; Dellatiani, Yohana; Irawan, Nisrina Zahira Putri; Fadhilah, Anita; Muyassaroh, Anis
Jurnal Pendidikan Kimia Vol. 16 No. 3 (2024): J. Pendidik. Kim : December 2024
Publisher : Pascasarjana Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpkim.v16i3.65184

Abstract

In recent years, the urgent need to address environmental problems has driven green chemistry in various disciplines, focusing on designing chemical products and processes that minimize hazardous materials. This research conducted a systematic literature review (SLR) to evaluate the application of green chemistry in higher education chemistry lab practices and its impact on students' conceptual understanding, practical skills, and environmental awareness. Using the PRISMA method, 46 articles were analyzed from the Scopus and ScienceDirect databases extracted from a total of 537 published between 2015 and 2024. The findings show that applying green chemistry in chemistry laboratory learning can improve students' conceptual understanding, practical skills, and environmental awareness while encouraging environmentally friendly synthesis methods. However, challenges such as limited resources and the need for additional training for lecturers still exist. Institutional support and professional development are needed to maximize implementation. In conclusion, green chemistry has great potential to create a more environmentally responsible generation of chemists, with recommendations for comprehensive integration into chemistry curricula and increased support for educators to address implementation challenges. This study provides a basis for expanding the application of green chemistry in chemistry education and preparing students to face future sustainability challenges.
Co-Authors Asep Bayu Dani Nandiyanto Asep Suryatna Dellatiani, Yohana Dewi Sulistyowati, Dewi Fadhilah, Anita Hanafi, Ainul Ahmadsyah Iqbal Musthapa Irawan, Nisrina Zahira Putri Kasmui -, Kasmui Liliasari Liliasari , Muyassaroh, Anis Nanik Wijayati Rachmawati, Iis Sutji Ramdhani, Rikki Mochammad Sri Haryani Wardani, Kicky Uceu