Article Per Year (5 Year)
p-Index From 2021 - 2026
1.978
P-Index
This Author published in this journals
All Journal Jambura Journal of Educational Chemistry Science Map Journal Molluca Journal of Chemistry Education (MJoCE) Pakem : Jurnal Pengabdian Kepada Masyarakat
Palisoa, Napsin
Universitas Pattimura
Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
PENERAPAN MODEL DISCOVERY LEARNING PADA KONSEP KONFIGURASI ELEKTRON TERHADAP PENINGKATAN HASIL BELAJAR PESERTA DIDIK KELAS X SMK NEGERI 1 KEPULAUAN TANIMBAR Janjaan, Ribca; Palisoa, Napsin; Mariwy, Abraham
Science Map Journal Vol 7 No 1 (2025): Science Map Journal
Publisher : Jurusan Pendidikan MIPA FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jmsvol7issue1pp29-38

Abstract

Telah dilakukan penelitian dengan tujuan untuk mengetahui peningkatan hasil belajar peserta didik setelah menerapkan model pembelajaran Discovery Learning pada konsep konfigurasi elektron di SMK Negeri 1 Kepulauan Tanimbar. Sampel dalam penelitian ini adalah peserta didik kelas X yang berjumlah 16 peserta didik tahun ajaran 2022/2023 pada semester ganjil. Tipe penelitian ini, yaitu deskriptif kuantitatif dengan menggunakan teknik tes dan observasi. Instrumen yang digunakan berupa tes awal, LKPD, tes akhir dan non tes yang berupa lembaran pengamatan afektif dan psikomotor. Hasil analisis data yang diperoleh bahwa hasil belajar telah mencapai kriteria ketuntasan minimum (KKM) yaitu pada aspek kognitif, afektif, psikomotor dengan nilai tes akhir diperoleh adalah kualifikasi sangat baik 2 peserta didik (12.5%), kualifikasi baik 8 peserta didik (50%), kualifikasi cukup baik 5 peserta didik (31.25%) dan 1 peserta didik (6.25%) dalam kualifikasi gagal, dengan nilai rata-rata afektif 1.495 dan nilai rata-rata psikomotor 1.508. Peningkatan hasil belajar peserta didik diperoleh dari rata-rata nilai N-Gain sebesar 0.69 atau 50% dalam kualifikasi sedang. Dengan demikian penerapan model Discovery Learning dapat meningkatkan hasil belajar peserta didik dalam kategori sedang pada konsep konfigurasi elektron.
PELATIHAN DAN IMPLEMENTASI PEMBELAJARAN BERBASIS ETNOSAINS DENGAN PENDEKATAN DEEP LEARNING Matitaputty, Christi; Pradana, Sendy Putra; Tuapattinaya, Prelly M J; Palisoa, Napsin; Tuaputty, Hasan; Syahrul, Muhammad; Hehakaya, Wisye
PAKEM: Jurnal Pengabdian Kepada Masyarakat Vol 6 No 1 (2026): Pakem : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pakem.6.1.16-28

Abstract

Science education in island regions, particularly in Salahutu District, Central Maluku Regency, faces challenges in developing contextual learning that reflects local potential. Many science teachers have not yet integrated ethnoscience elements and deep learning approaches into their teaching materials. This community service program aimed to enhance teachers’ capacity through training and mentoring in the development and implementation of deep learning–based ethnoscience teaching materials. The method used was a participatory–collaborative approach in the training and implementation of ethnoscience-based learning, which included the stages of preparation, training, implementation, and reflection. In the initial stage, the lecturer team conducted observations and interviews in several junior high schools in Salahutu to identify teachers’ needs and to design contextual training materials and learning tools. The training was carried out through workshops on developing teaching modules, learning materials, and student worksheets (LKPD), followed by mentoring during classroom implementation. The results indicated an improvement in teachers’ understanding and skills in integrating local natural and cultural potentials into science learning. Evaluation through questionnaires, reflections, and student interviews revealed that this approach fostered more meaningful, contextual, and relevant learning experiences. Overall, the program contributed to strengthening science teachers’ professionalism and enriching culturally responsive educational practices in island-based learning contexts
Mapping Students’ Misconceptions in Chemical Bonding Using the Four-Tier Diagnostic Test Fadli, Muhamad; Palisoa, Napsin
Jambura Journal of Educational Chemistry Vol 8, No 1 (2026): February
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i1.36108

Abstract

Students’ understanding of Lewis structures and the octet rule remains a fundamental challenge in chemistry learning and is frequently characterized by conceptual difficulties. This study aims to describe the conceptual understanding profile of Chemistry Education students on Lewis structures and related sub-concepts using a Four-Tier Diagnostic Test. A descriptive quantitative research design was employed, involving 17 students from the Chemistry Education Study Program. The diagnostic instrument consisted of 15 items representing valence electrons, Lewis structures–octet rule, formal charge, resonance, octet exceptions, central atom determination, and coordinate covalent bonding.The results indicate that students’ conceptual understanding is dominated by non-scientific categories. Only 10.20% of responses demonstrate sound conceptual understanding, whereas misconceptions and lack of knowledge account for 41.57% and 48.24% of responses, respectively. These findings suggest that most students have not yet developed an adequate conceptual understanding of Lewis structures. Item-level analysis reveals pronounced conceptual weaknesses in the Lewis structures–octet rule concept, as well as a complete lack of conceptual knowledge in formal charge, resonance structure determination, odd-electron octet exceptions, and central atom determination. Furthermore, very high proportions of misconceptions (94.12%) are identified in specific diagnostic items related to resonance concepts and coordinate covalent bonding.Overall, the findings demonstrate widespread conceptual difficulties across advanced subtopics related to Lewis structures, highlighting the need for instructional strategies that emphasize conceptual change and strengthen students’ representational understanding.
Co-Authors Abraham Mariwy Christi Matitaputty Healthy Kainama Hehakaya, Wisye Janjaan, Ribca Jaya Tuahuns Kainama, Healthy Lumaela, Miftha Khuljannah Marlina M. Rumheng Mendy F Picaulima Muhamad Fadli Perulu, Beatrix S Picaulima, Mendy F pradana, Sendy putra Semuel Unwakoly Sunarti syahrul, muhammad Tuapattinaya, Prelly M J Tuaputty, Hasan Yesayas, Yulianti