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All Journal Jurnal Inovasi Pendidikan Kimia Unnes Science Education Journal THABIEA (JOURNAL OF NATURAL SCIENCE TEACHING)
Lathifa, Ulya
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Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Physics

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PENGEMBANGAN MODUL KESETIMBANGAN KIMIA BERBASIS UNITY OF SCIENCES (UOS) DAN MULTILEVEL REPRESENTASI Septiana Wati, Farida; Lathifa, Ulya; Udaibah, Wirda
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 2, No 2 (2019): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v2i2.5972

Abstract

Penelitian pengembangan ini bertujuan untuk mengetahui karakteristik dan kelayakan modul pembelajaran kimia berbasis unity of sciences dan multi level representasi pada materi kesetimbangan. Model pengembangan yang digunakan adalah 4D (define, design, develop, dan disseminate) namun hanya dilakukan sampai tahap develop. Dalam pengumpulan data digunakan metode wawancara, observasi, dokumentasi, dan tes. Hasil validasi oleh ahli materi diperoleh presentase rata-rata sebesar 87,7% dengan kategori sangat layak. Dari hasil validasi ahli media diperoeh presentase rata-rata sebesar 88% dengan kategori sangat layak, sedangkan dari penilaian peserta didik diperoleh presentase rata-rata sebesar 90,22% dengan kategori sangat layak. Dari postes diperoleh nilai rata-rata sebesar 89,11. Dengan demikian modul kimia berbasis unity of sciences dan multi level representasi pada materi kesetimbangan kimia layak untuk digunakan sebagai sumber belajar peserta didik.
INVESTIGASI MODEL MENTAL PADA MATERI ALKOHOL MENGGUNAKAN TES DIAGNOSTIK INTERVIEW ABOUT EVENT Lathifa, Ulya; Ajiati, Dwipa; Udaibah, Wirda
Jurnal Inovasi Pendidikan Kimia Vol 14, No 1 (2020): January (2020)
Publisher : Universitas Negeri Semarang

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Abstract

As chemistry teacher candidates, chemistry education students should have a complete mental model, including alcohol. But in reality, 42% of prospective chemistry teacher students at one of the state universities found that alcohol material was difficult to understand. These difficulties are indicators of the lack of mental models of the chemistry teacher candidates. This study aims to explore the types of mental models of prospective chemistry teachers on alcohol material. This research is a type of descriptive research with a qualitative approach. The subjects of this study were students of the Department of Chemistry Education in 2016. The sample was selected using a purposive sampling technique. The number of samples determined was 12 students with different levels of understanding. Mental model excavations were performed using the Diagnostic Test Mental-Interview About Event (TDM-IAE). The diagnostic test consists of open-ended questions, drawing submicroscopic representation activities, and interviews. The results showed that in general chemistry teacher candidates had a synthetic mental model with a percentage of 66.66% verbal description answers. In the picture answers, all chemistry teacher candidates have a synthetic mental model.
CORRECTING STUDENTS’ MISCONCEPTION IN ACID AND BASE CONCEPT USING PDEODE INSTRUCTION STRATEGY Lathifa, Ulya
Unnes Science Education Journal Vol 7 No 2 (2018): July 2018
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v7i2.23202

Abstract

This study aimed (1) to calculate the percentage of students who understand concepts, having misconceptions, and don’t understand concepts, (2) to identify students’ misconceptions of acid and base concept, and (3) to test the effectiveness of PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) instruction strategy in correcting students’ misconceptions of acid and base concept. This research uses descriptive and pre-experimental one-group pretest-posttest design. The sample consisted of 37 students of 11th grade IPA 4 MAN 1 Kudus. The misconceptions are identified using modified CRI (Certainty of Response Index) techniques and explored through semistructured interviews to get deep informations. The effectiveness of PDEODE instruction strategy was determined from the analysis of paired samples t-test. The results of this study are: (1) the level of students’ misconception of acid and base concept changed significantly after was repaired by PDEODE instruction strategy and (2) there were 45 kinds of students’ misconceptions of the subconcepts: characteristics of acids and bases, acid and base theories, strength of acid and base, neutralization reaction, and pH of solution
INVESTIGATION OF PRESERVICE TEACHERS’ CONCEPTUAL UNDERSTANDING IN STOICHIOMETRY USING MODIFIED CERTAINTY OF RESPONSE INDEX (CRI) Chanifah, Siti; Mulyatun, Mulyatun; Lathifa, Ulya
Unnes Science Education Journal Vol 8 No 2 (2019): July 2019
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v8i2.23278

Abstract

Conceptual understanding is very important for the preservice teachers to master it. Stoichiometry is one of the basic concepts in chemistry which applied to almost concepts. This study aims to determine the percentage of students who understand the concept, not understand the concept, and having misconceptions in stoichiometry. Furthermore, this research purposes to identify the type of misconceptions. To investigate students’ conceptual understanding, we use a modified CRI technique (diagnostic test with multiple choice and open reason with the scale of confidence level) and interview. The results show that the average percentage of students who understood the concept is 53.96%, having misconception is 16.20% and did not understand the concept is 29.83%. There are 19 types of misconceptions. The causes of misconceptions include deficiency impediment, ontological impediment, and fragmentation impediment.
Co-Authors Ajiati, Dwipa Chanifah, Siti Mulyatun Mulyatun Septiana Wati, Farida Wirda Udaibah