Articles
<![CDATA[Perancangan Instrumen Tes Literasi Kimia Pada Materi Asam dan Basa ]]>
<![CDATA[Ade Wahyuni]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ Edukimia Vol 2, No 3 (2020): Edukimia - Vol. 02, Issue 03 ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (430.605 KB)
|
DOI: 10.24036/ekj.v2.i3.a186
<![CDATA[Designing chemical literacy test instrumentation of acid and base topic is carried out to help develop student’s chemical literacy abilities that are beneficial to life. The purposed of this research is to describe the stages of designing questions using Model of Educational Reconstruction and describing the value of the content validity of chemical literacy questions on acid and base topic. The research’s type is to development with MER design. The content validity test conducted by 3 validates. The research instrument used was a question of chemical literacy in acid and base topic totaling 9 discourse questions which were elaborated in 15 item questions. The data obtained were processed using the Aiken’s V formula. The result showed that the instrument’s content validity considered as valid.]]>
<![CDATA[Analisis Kurikulum 2013 pada Kompetensi Inti 3 Kelas XII SMA Berdasarkan Dimensi Proses Kognitif dan Pengetahuan ]]>
<![CDATA[Helmi Maulina Ritonga]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ Edukimia Vol 1, No 3 (2019): Edukimia - Vol. 01, Issue 03 ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (226.493 KB)
|
DOI: 10.24036/ekj.v1.i3.a69
<![CDATA[This study aims to analyze the Core Competency 3 of Curriculum 2013 12th Grade Senior High School (SMA), which are described based on Bloom’s taxonomic cognitive process dimensions and knowledge into several components. Core Competency 3 Analysis is carried out to assist the process of compiling and matching the types of cognitive and knowledge that students must possess to achieve graduate competency. This research method is descriptive qualitative with literature study data collection techniques. After the data is collected, analysis of core competency 3 is carried out to see its suitability with Bloom’s taxonomy revision based on cognitive and knowledge process dimensions. The results obtained in the form of KI-3 analysis components became 56 components, each component producing 14 components cognitive process dimension and 4 components knowledge dimension.]]>
<![CDATA[Analisis Kompetensi Inti 3 (KI-3) Kurikulum 2013 pada Kelas XI SMA Berdasarkan Taksonomi Bloom Revisi ]]>
<![CDATA[Khoirunnisah Khoirunnisah]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ Edukimia Vol 1, No 3 (2019): Edukimia - Vol. 01, Issue 03 ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (213.201 KB)
|
DOI: 10.24036/ekj.v1.i3.a67
<![CDATA[The 2013 curriculum is the latest curriculum used as a guideline for organizing learning activities to achieve educational goals. The fundamental change in the 2013 curriculum is that core competencies must be arranged in a balanced manner covering attitudes (spiritual and social), knowledge and skills. The purpose of this study is to describe the formula of KI-3 outlined based on the revised Bloom taxonomy. Taxonomy is used as one of the references in the preparation of KI-3 starting from the cognitive dimension and the lowest dimension of knowledge to the highest or complex level. This type of research is descriptive with a qualitative approach. Data collection techniques used by library research. The data source used is Permendikbud No. 37 of 2018. The formula KI-3 was analyzed based on knowledge activities, types of knowledge, and scientific attitudes. The results of the elaboration of KI-3 class XI SMA obtained 48 components of KI-3. The KI-3 component that has been described is used as a reference for the dimensions of cognitive processes and the dimensions of knowledge that must be achieved by students.]]>
<![CDATA[Pengembangan Butir Soal Literasi Kimia pada Materi Ikatan Kimia Menggunakan Model Rasch ]]>
<![CDATA[Muhammad Rizki]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ Edukimia Vol 3, No 2 (2021): Edukimia - Vol. 03, Issue 02 ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/ekj.v3.i2.a282
<![CDATA[This study aims to develop chemical literacy items on chemical bonding material that can be used to measure students literacy skills, help students understand chemical literacy-based questions, understand chemistry, communicate chemistry orally and in writing, and apply their ability to solve problems in daily life. The type of research is development research with Model of Educational Reconstruction (MER) design. The content validity test was carried out by five validators and analysed using the Rasch model with the facets application. Meanwhile, empirical testing of students was analysed using the Rasch model with the winsteps application. The results of the content validity analysis in this study showed the results of the agreement (exact agreements) of 86,8 percent and the estimated results of the approval (expected agreements) of 87,8 percent, and the results of the analysis of chemical literacy instruments had a valid category and had a reliability value of 0,96.]]>
<![CDATA[Pemetaan Level Literasi Kimia Peserta Didik Kelas XI MIPA di SMAN 1 Lubuk Basung pada Materi Termokimia dengan Model Rasch ]]>
<![CDATA[Novia Anggraini]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ Edukimia Vol 3, No 3 (2021): Edukimia - Vol. 03, Issue 03 ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/ekj.v3.i3.a289
<![CDATA[This study aims to analyse the mapping of chemical literacy levels of students in class XI MIPA at SMAN 1 Lubuk Basung on thermochemical material using the Rasch model according to the scientific literacy framework adapted by Shwartz. This study is a quantitative study using a sample of 50 students of class XI MIPA. The data is obtained from a chemical literacy test, then the data is analysed using the Rasch model. The results showed that students with the highest abilities have the right answers but have not been able to define the concepts and understanding is limited, meanwhile students with the lowest ability have wrong or blank answers. Thus, it was concluded, students with the highest abilities have a functional scientific literacy level on difficult items and students with the lowest abilities have a scientific literacy level.]]>
<![CDATA[Perancangan Assesmen Literasi Kimia Pada Materi Termokimia Kelas XI SMA/MA ]]>
<![CDATA[Silfiyani Afifah]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ Edukimia Vol 1, No 3 (2019): Edukimia - Vol. 01, Issue 03 ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (383.654 KB)
|
DOI: 10.24036/ekj.v1.i3.a60
<![CDATA[Chemical literacy is a basic ability to obtain the basic concepts of chemistry macroscopically, microscopically and symbolically as well as the process for understanding and describing phenomena scientifically. This study aims to create an instrument to measure the assessment of chemical literacy in high schools on thermochemical material. The design of this study uses the Model of Educational Reconstruction (MER). The stages of this research include: content structure analysis (curriculum analysis, material content analysis, and context analysis); empirical inquiry (approval by subject matter expert for the instrument designed). Content validity data acquisition is calculated using the Aiken’s V. formula. This formula is used for the assessment of the scale of politics (scale 1 to scale 5) in determining the content validity of an item. The results of the validation of the content of chemical literacy questions are 0.85 with a “valid” decision.]]>
<![CDATA[Pengembangan Instrumen Literasi Kimia pada Tema Silver Tarnish dan Polishing Silver ]]>
<![CDATA[Fitri Yuliani]]>;
<![CDATA[Eka Yusmaita]]>;
<![CDATA[Fauzana Gazali]]>
<![CDATA[ Edukimia Vol 3, No 1 (2021): Edukimia - Vol. 03, Issue 01 ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/ekj.v3.i1.a247
<![CDATA[This study aims to develop chemical literacy instrument that can be used to measure chemical literacy skills of students. The chemical literacy instrument in this study was arranged based on four domains of chemical literacy consisting of content, context, HOLS and affective aspects. This study uses the Model of Educational Reconstruction (MER) design. Content validity testing was conducted with five experts and analysed using CVR, while empirical testing of students was analysed using the Rasch model with Ministep application. Based on results of this research, chemical literacy instrument on silver tarnish and silver polishing topic is categorized as valid and reliability value is of 0,92.]]>
<![CDATA[Analisis KI-3 Kurikulum 2013 Kimia pada Kelas X SMA ]]>
<![CDATA[Yusi Andayani]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ Edukimia Vol 1, No 3 (2019): Edukimia - Vol. 01, Issue 03 ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (195.484 KB)
|
DOI: 10.24036/ekj.v1.i3.a70
<![CDATA[The content standard has several components, including the level of competence, core competency (KI), basic competency (KD) and the scope of the material. The content standard always changes according to the needs of curriculum to be applied. The purpose of this research is to analyze the formula of KI-3 based on Bloom taxonomic revision. This is one of the basic frameworks in curriculum preparation which starts from the cognitive and knowledge dimensions. The type of this research is descriptive qualitative. Data collection techniques is using library research. The data source used Permendikbud No. 37 of 2018. The formula KI-3 was analyzed based on knowledge activities, types of knowledge and scientific attitudes. The results of KI-3 formulation at 1st grade of senior high school obtained 36 components of KI-3.]]>
<![CDATA[Perancangan Assesmen Literasi Kimia Pada Materi Laju Reaksi Kelas XI SMA/MA ]]>
<![CDATA[Cm Mulya Pakesa]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ Edukimia Vol 1, No 3 (2019): Edukimia - Vol. 01, Issue 03 ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (439.258 KB)
|
DOI: 10.24036/ekj.v1.i3.a61
<![CDATA[This research aims to produce instruments for measure chemical literacy assessment in senior high school with theme the reaction rate. This chemical literacy assessment designed by MER (Model of Educational Reconstruction). MER consists of 3 components are (1) analysis of science content, (2) study empiric, (3) construction assessment chemistry literacy. This research is limited to the study empiric. The validity of the chemical literacy assessment content carried out by 2 chemistry lecturers from FMIPA UNP and 1 chemistry teacher in Padang. The content validity instruments analysed using the Aiken V. The analysis shows that 9 of 13 questions in category “valid”, 4 questions in category “moderate”. Overall analysis results the validity of content designed “valid” with a value of 0.85.]]>
<![CDATA[Pengembangan Asesmen Literasi Kimia pada Materi Hukum-Hukum Dasar Kimia dan Stoikiometri ]]>
<![CDATA[Apri Yolla Mulya Sartika]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ Edukimia Vol 2, No 3 (2020): Edukimia - Vol. 02, Issue 03 ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (322.826 KB)
|
DOI: 10.24036/ekj.v2.i3.a187
<![CDATA[This chemistry literacy assessment instrument developed because of recent challenge toward student learning achievement evaluation so it could not only grade student’s cognitive ability in term of understanding and memorizing, but also will grade the application of students’ concept to face any problems. The availability of the chemistry literacy assessment instrument consists of various aspects, such as content, context, High Order Learning Skills (HOLS), and attitude. These aspects are expected to answer those challenges. This study aims to produce a proper and right chemistry literacy assessment toward fundamental law of chemistry and stoichiometry topic based on content validity value and questions numbers, reliability grade, difficulty level and chemistry literacy question differentiator level. This study is the development type, which is Model of Educational Reconstruction (MER) design. The clarification of a test instrument on empirical study was done toward three chemistry and education experts (lecturer and teacher). The instrument used was chemistry literacy question which consists of seven discourse question, then expanded into 15 questions. The result showed that content validity value of the designed chemistry literacy assessment could be categorized as valid.]]>
