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All Journal Jurnal Pendidikan dan Pengajaran JCER (Journal of Chemistry Education Research) Journal of Innovation in Educational and Cultural Research
Asih, Findiyani Ernawati
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Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Education Public Health Social Sciences

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Students’ Integrated Science Process Skills and Argumentation in Basic Natural Science Lecture Asih, Findiyani Ernawati; Novita, Dian; Ardhana, Ivan Ashif
Jurnal Pendidikan dan Pengajaran Vol 55, No 1 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v55i1.35979

Abstract

The society 5.0  era requires the active contribution of the younger generation to solve problems in the community through implementation of scientific methods which involve integrated science process skills (i-SPS). The rapid technological development makes social science students able to practice i-SPS through practicum methods. In addition, the existence of internet access can facilitate them to criticize phenomena through argumentation.. The aim of this study was analyzing the integrated science process skills (i-SPS) and argumentation of social science students. i-SPS were trained through demonstration methods and virtual experiment methods using pHET simulations, while argumentation were trained through debate activities involving pro-groups (pseudoscience view) and contra groups (scientific view). The research design was mixed method, the qualitative aspect is a content analyzing on i-SPS achievement of social science students who did rotation learning methods, while the quantitative aspect was the correlation test between i-SPS by pHET and argumentation. Mean score of  i-SPS by pHET was 83.46 and i-SPS by Demonstration was 55, while mean score of argumentation waas 77.88. The results of the nonparametric correlation test was r calculation was 0.175 smaller than r table 0.404 (sig 0.05 and N 24), so it was concluded that no correlation between i-SPS by pHET and argumentation. Majority of social science students about 75% have unequal category combinations of i-SPS by pHET and argumentation. Students’ i-SPS-PHET does not affect their argumentation. Several factors can influence the argumentation of social students, such as experience about phenomena, information disclosure in digital era , and the characteristics of debate involves pro and contra groups which expands knowledge.
INVESTIGATE THE UTILITY OF A MISCONCEPTION DETECTION APPLICATION AS AN EARLY DETECTION TOOL BASED ON FIVE-TIER DIAGNOSTICS TEST Novita, Dian; Muchlis; Yonata, Bertha; Asih, Findiyani Ernawati; Artiono, Rudianto
JCER (Journal of Chemistry Education Research) Vol. 9 No. 1 (2025): Volume 9 No. 1 June 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v9n1.p45-51

Abstract

Research into misconceptions is crucial in the field of education, particularly in subjects like chemistry, which are complex and prone to misunderstandings. Misconceptions—ideas held by individuals that deviate from established scientific understanding—can arise from various sources, including students, teachers, textbooks, and instructional methods. These inaccuracies can hinder effective learning and need to be addressed to enhance educational outcomes. Identifying and remediating misconceptions is challenging, requiring specialized tools and methods. Therefore, research into misconceptions aims to uncover and correct these misunderstandings to improve teaching strategies and student comprehension. Therefore, the research in this article is concerned with the practicality of the application of chemical representation diagnostic tests to identify chemical misconceptions, particularly on chemical equilibrium and chemical bonding materials. This research was carried out at Surabaya State University participated by 24 students from the Chemistry Education Study Program. In this research, the practicality of the chemical misconception diagnostic test application was obtained at 98.6% which indicates that the application is practical to use. In addition, obtained data on student diagnostic results, namely: 88.3% did not understand the concept; 10.4% had misconceptions; and 1.3% understood the concept on the topic of chemical bonding. Keywords: misconceptions, five-tier diagnostic test, chemical bonding, online application
Is the Creativity of First-Year Students in Stoichiometry Learning Affected by Their Chemistry Scholastic Ability? Asih, Findiyani Ernawati; Azizah, Utiya; Rachmadiarti, Fida; Sukarmin, Sukarmin
Journal of Innovation in Educational and Cultural Research Vol 7, No 1 (2026): Article in Press
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i1.1995

Abstract

This study aims to examine the correlation between scholastic ability in chemistry and creativity in stoichiometry learning among first-year students. Chemistry scholastic ability is naturally integrated among first-year students who demonstrate their reasoning skills in the field of chemistry, which may influence students' creativity in their chemistry learning. This quantitative research used a correlational design to examine two variables without providing an intervention. The research results showed a significant correlation between scholastic ability in chemistry and creativity, but were inconsistent across the two creativity measures (verbal assessment of creativity [VAC] and figural assessment of creativity [FAC]). Chemistry scholastic ability had a significant correlation with VAC. The first-year students identified had moderate-level reasoning ability, as evidenced by their difficulties transforming stoichiometry knowledge at the microscopic-symbolic level. Students' reasoning abilities encouraged the emergence of an original idea for molecular modeling using environmentally friendly materials (VAC). Even though they did not achieve high-level reasoning ability, they succeeded in creating a mind map (FAC) on stoichiometry by supporting digital literacy. Reasoning ability can foster creativity as one of the 21st-century skills, enabling students to directly contribute to preserving the environment by using molecular modeling materials. They also solve daily-life problems more easily by applying stoichiometry knowledge visualized in a mind map.
Co-Authors Ardhana, Ivan Ashif Bertha Yonata Dian Novita Fida Rachmadiarti MUCHLIS RUDIANTO ARTIONO, RUDIANTO Sukarmin Utiya Azizah