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Anggraeni, Maya Erliza
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Chemical Engineering, Chemistry & Bioengineering Chemistry Engineering

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Analisis Kesulitan Siswa dalam Memahami Konsep Hukum-Hukum Dasar Kimia (Systematic Review) Sihaloho, Takeshi; Sidauruk, Suandi; Anggraeni, Maya Erliza
Jurnal Ilmiah Kanderang Tingang Vol 15 No 2 (2024): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v15i2.230

Abstract

This study aims to describe and summarize the results of analyses on students' difficulties in understanding the concepts of fundamental laws of chemistry. The research employs a systematic review method. The sample consists of theses related to students' difficulties in understanding the concepts of fundamental laws of chemistry. Data collection was carried out using documentation techniques by searching and gathering thesis documents, selecting theses for analysis, and determining the research data to be analyzed. The results of the study indicate that students' difficulties in understanding the concepts of fundamental laws of chemistry are as follows: (1) The findings from FY-22 reveal more student difficulties compared to YM-16 and NS-22. (2) In chemical reactions, students assume that the total mass of substances before the reaction changes or is not equal to the total mass of substances after the reaction. Students believe that determining the mass of reaction products is done by summing the mass ratios of the elements without considering the remaining substances, causing the mass ratios of the elements to vary. (3) Students think that the mass ratio of elements forming more than one compound is not fixed and is not a simple whole number. (4) Students assume that determining the volume ratio is based on indices and by summing the coefficients of the reaction equation. (5) Students believe that the forming elements in a reaction have the same volume ratio and that the volume of reacting gases is equal to the mass of the gases involved in the reaction. (6) These findings emphasize the need for targeted strategies to address these conceptual misconceptions in teaching fundamental laws of chemistry.
Analisis Kebutuhan Pengembangan e-LKPD Pembelajaran Berdiferensiasi Pada Konsep Asam-Basa Anggraeni, Maya Erliza; Abudarin, Abudarin; Sadiana, I Made; Fatah, Abdul Hadjranul; Asi, Nopriawan Berkat
Jurnal Ilmiah Kanderang Tingang Vol 15 No 2 (2024): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v15i2.339

Abstract

This study aims to analyze the need for the development of differentiated learning-based e-Worksheet (e-LKPD) on the acid-base concept at SMA Negeri 2 Palangka Raya. Differentiated learning allows teachers to present materials and assessments tailored to students' varying abilities and learning styles. The research method used is qualitative descriptive, with data collection techniques including questionnaires, interviews, and observations involving teachers and students. The results show that teachers need a comprehensive, interactive, and flexible e-LKPD with adjustable content and exercises of varying difficulty levels. Students desire a visually appealing e-LKPD that is easily accessible across multiple devices and includes interactive features and instant feedback. In conclusion, the development of a differentiated learning-based e-LKPD is essential for improving the effectiveness of teaching the acid-base concept, supporting individual differences among students, and facilitating active engagement in learning.
Analisis Kualitatif Kesalahan Konseptual Senyawa Ionik dan Senyawa Kovalen dalam Argumentasi Mahasiswa pada Laporan Praktikum Kimia Dasar Ni'mah, Fatchiyatun; Sari, Anggi Ristiyana Puspita; Anggraeni, Maya Erliza; Theasy, Yoan
Jurnal Ilmiah Kanderang Tingang Vol 15 No 2 (2024): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v15i2.344

Abstract

Understanding the concept of ionic and covalent compounds is a fundamental foundation in basic chemistry education, as these concepts underpin the structure, properties of compounds, and their applications in daily life. Misconceptions about ionic and covalent bonding are common and negatively impact students' ability to analyze compound properties, critical thinking skills, and scientific argumentation. On the other hand, Generation Z demonstrates weaknesses in deeply reflecting on conceptual errors, as evident in basic chemistry lab reports. Lab reports can reveal both the depth of understanding and the patterns of conceptual errors experienced by students. This study aims to analyze students' conceptual errors related to ionic and covalent compounds in Basic Chemistry I lab reports. The research employs a case study method with a qualitative descriptive approach. The researcher acts as an instrument to assess students' conceptual errors by discussing their lab reports. The findings reveal three conceptual errors in the sub-topic of melting point comparison and five conceptual errors in the sub-topic of solubility.
Co-Authors Abudarin, Abudarin Asi, Nopriawan Berkat Fatah, Abdul Hadjranul I Made Sadiana, I Made Ni'mah, Fatchiyatun Sari, Anggi Ristiyana Puspita Sihaloho, Takeshi Suandi Sidauruk Theasy, Yoan