Articles
<![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 ]]>
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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.]]>
<![CDATA[PERANCANGAN ASSESMEN LITERASI KIMIA DENGAN MENGGUNAKAN MODEL OF EDUCATIONAL REKONSTRUCTION (MER) PADA TEMA: “AIR SEBAGAI PELARUT UNIVERSAL” ]]>
<![CDATA[Eka Yusmaita]]>;
<![CDATA[Edi Nasra]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 1 No 2 (2017): JEP : Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep.v1i2.66
<![CDATA[This research aims to produce instrument for measuring chemical literacy assessment in basic chemistry courses with theme “water as a universal solvent”. The construction of this measuring instrument is adapted to the PISA (Programme for International Student Assessment) problem’s characteristics and the Syllaby of Basic Chemistry in KKNI-Indonesian National Qualification Framework. The PISA is a cross-country study conducted periodically to monitor the outcomes of learners' achievement in each participating country. So far, studies conducted by PISA include reading literacy, mathematic literacy and scientific literacy. Refered to the scientific competence of the PISA study on science literacy, an assessment designed to measure the chemical literacy of the chemistry department’s students in UNP. The research model used is MER (Model of Educational Reconstruction). The validity and reliability values of discourse questions is measured using the software ANATES. Based on the acquisition of these values is obtained a valid and reliable chemical literacy questions. There are four question items limited response on the theme with valid category, the acquisition value of test reliability is 0,60 and has a difficulty index and distinguishing good]]>
<![CDATA[Analisis Prior Knowledge Konsep Asam Basa Siswa Kelas XI SMA untuk Merancang Modul Kimia Berbasis REACT ]]>
<![CDATA[Fauzana Gazali]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 2 No 2 (2018): JEP: Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol2-iss2/249
<![CDATA[This study is a define phase of 4D model used in Research and Development (R&D) that aims to explore initial concept of grade XI students on acid-base topic before studying the material. Instrument used in this study was a two-tiered diagnostic test in the form of multiple-choice questions with choice of reasons that consisted of 16 items. The test was given to 100 grade XI students from various schools in West Sumatra. Students’ answers were processed by grouping them into 3 categories: understand, have misconceptions and do not understand. Data were then analyzed descriptively by calculating the percentage of students' learning difficulties in all of competency achievement indicators that had been compiled. The results showed that students had difficulty in understanding some concepts of acid base such as acid base theory of Arrhenius (75.2%), of Bronsted-Lowry (81.43%), and of Lewis (100%); pH (94.04%); and acid base ionization constant (97.33%). Results of this research are then used as a consideration in the development of acid-base module designed for grade XI Senior High School learning.]]>
<![CDATA[Pengembangan Modul Kimia Berbasis REACT untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Kelas XI IPA SMA/MA ]]>
<![CDATA[Fauzana Gazali]]>;
<![CDATA[Eka Yusmaita]]>;
<![CDATA[Nalia Rahyusri Ningsih]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 3 No 2 (2019): JEP : Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol3-iss2/385
<![CDATA[Teaching materials used by teachers in acid-base material have not been able to develop students' critical thinking skills. One solution that can be done to develop students' critical thinking skills is using acid-base module’s based on REACT (Relating, Experiencing, Applying, Cooperating, and Transferring). The aim of this research is to produce an acid base module based on REACT and reveal its validity and practicality. The type of research used is Research and Development (R&D) using the 4-D model. The module design has been assessed by seven validators who are Subject Matter Experts (SMEs) consisting of chemistry lecturers from FMIPA UNP and chemistry teachers. While the practicality test was conducted by 3 chemistry teachers and 26 students of class XI MIPA SMAN 1 Padang Panjang. Data analysis techniques in this study used the Content Validity Ratio (CVR) and Cohen's kappa formula. The module design produces three main characteristics, namely: the module is designed in accordance with the prior knowledge of students; the module contains the REACT syntax component; and the module contains aspects of critical thinking skills developed by Ennis. The results of the content validity obtained value of the Content Validity Index (CVI) of 0.90 with a valid category and the results of the construct validity obtained kappa moment of 0.92 with a very high validity category. While the module practicality results according to the teacher and students obtained a kappa moment of 0.86 with a very high practicality category. The conclusion from this study is that the module developed is valid and practical.]]>
<![CDATA[Analisis Literasi Kimia Peserta Didik di SMAN 1 Batam pada Topik Hukum-Hukum Dasar Kimia dengan Model Rasch ]]>
<![CDATA[Nyak Mutya Aulina Khairul Fajri]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 5 No 1 (2021): JEP (Jurnal Eksakta Pendidikan) ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol5-iss1/576
<![CDATA[This study aims to analyze the SMAN 1 Batam students’ chemical literacy level on the fundamental chemical laws topic according to the scientific literacy framework adapted by Shwartz. This research is a quantitative study with a sample of 50 XI grade science students from SMAN 1 Batam. Data is obtained from a chemical literacy test on the fundamental chemical laws topic answered by students; the data is analyzed with the Rasch model. The results showed students with the highest ability have a true answer with explanations that unrelated to the text of the items and students with the lowest ability have a wrong or a blank answer. Thus, it was concluded, students with the highest ability have a conceptual scientific literacy level on the hardest item, meanwhile, students with the lowest ability categorized as scientific illiteracy.]]>
<![CDATA[Pengembangan Butir Soal Literasi Kimia pada Materi Sistem Koloid Kelas XI IPA SMA/MA ]]>
<![CDATA[Wirna Eliza]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 5 No 2 (2021): JEP (Jurnal Eksakta Pendidikan) ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol5-iss2/621
<![CDATA[This study aims to develop a chemical literacy instrument on colloidal system material that can be used to measure the literacy level of students. The research design on the development of this chemical literacy instrument uses the Model of Educational Reconstruction (MER). This research has several stages including content structure analysis (curriculum analysis, content analysis, context analysis, content validity by subject matter experts) and teaching and learning research (student interview investigation). The content validity test is carried out by five validators and the results will be analyzed by the Rasch model using the facet application. The results of this study indicate that the value of exact agreements is 88.9%, while the value of the expected agreements is 89.6% so it can be said that the results of the examiner's assessment are not much different from the expected results of the assessment]]>
<![CDATA[Validation of Discovery Learning E-Module based on Video Demonstration on Chemical Equilibrium for High School Student ]]>
<![CDATA[Hardeli Hardeli]]>;
<![CDATA[Eka Yusmaita]]>;
<![CDATA[Sri Mulyani]]>;
<![CDATA[Bundani Sakinah Alora]]>;
<![CDATA[Purti permatasari]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol. 8 No. 2 (2022): April ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v8i2.1370
<![CDATA[This study aims to determine the validity of discovery learning-based E-modules integrated with video demonstrations on chemical equilibrium material for high school students. The type of research conducted was research and development (R & D) with the Plomp development model. This study involved six chemistry lecturers at the Faculty of Mathematics and Natural Sciences and the Faculty of Engineering, Padang State University, two high school chemistry teachers from SMAN 7 Padang and MAN 3 Payakumbuh, and involved XI grade students in each school. The data collection technique used was a questionnaire. The research data was processed using Aiken's V formula. Based on the research results, the e-module was in the "valid" category with a value of 0.86]]>
<![CDATA[Pengembangan Butir Soal Literasi Kimia pada Materi Kesetimbangan Kimia Kelas XI SMA/MA ]]>
<![CDATA[Pratiwi Azizzah]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ Edukimia Vol 4, No 2 (2022): Edukimia - Vol. 04, Issue 02 (July 2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/ekj.v4.i2.a358
<![CDATA[This research aims to develop chemical literacy items on chemical equilibrium material that can be used to measure students chemical literacy skills. The items in this study were designed based on four aspects consisting of aspects of content, context, HOLS and attitudes. The preparing chemical literacy items in this study used the Model of Educational Reconstruction (MER) design. The assessment criteria of chemical literacy items carried out by the Subject Matter Expert (SME) include the aspects of content, construct, language and graphics. Chemical literacy questions consist of fifteen questions, it is divided into six themes. The score obtained from the validation process is analyzed using the Facet application. Based on the research result, fifteen chemical literacy questions on chemical equilibrium topics are valid and had a reliability value of 0,92.]]>
<![CDATA[ANALYSIS OF CHEMICAL LITERACY INSTRUMENT ON OXIDATION AND REDUCTION REACTIONS MATERIAL BY USING RASCH MODEL ]]>
<![CDATA[Eka Yusmaita]]>;
<![CDATA[Fitri Yuliani]]>;
<![CDATA[Fauzana Gazali]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol. 6 No. 2 (2022): Volume 6. No 2. December 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v6n2.p124-130
<![CDATA[This study aims to analyze the quality of chemical literacy instrument on oxidation and reduction reactions material using the Rasch model. The instrument construction is based on four domains of chemical literacy which include aspects of content, context, HOLS, and affective. The instrument assessment rubric is grouped into five levels, namely (1) scientific illiteracy, (2) nominal scientific literacy, (3) functional scientific literacy, (4) conceptual scientific literacy and (5) multi-dimentional scientific literacy. Assessment criteria for chemical literacy instrument carried out by experts include aspects of content, constructs, language and graphics consisting of thirteen sub questions. The score obtained from validation process is a type of multi-rater data which is analyzed by using the Many Facet of Rasch model. The next stage is empirical study of validated and revised instrument was tested on a limited basis to thirty students and analyzed using the Winstep application. Based on the results of the research, chemical literacy instrument is categorized as valid based on the fit test and unidimensionality test.]]>
<![CDATA[Development of Chemical Literacy Items in Electrolyte and Non Electrolyte Solution Topic for Class X SMA/MA ]]>
<![CDATA[Dehvi Qoinun Nisa]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ Entalpi Pendidikan Kimia Vol 3 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/epk.v3i1.244
<![CDATA[This study aims develop chemical literacy item on electrolyte and non electrolyte solution that can be used measure student’s literacy skill and help student understand the concept of chemistry and apply in solving problems in daily life. The type of research is development 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 Minifacet application. The results of the content validity analysis in this study show the result of the agreement (exact agreements) of 84,6% and the estimated result of approval of 85,3%. The result of the chemical analysis items have a valid category and have reliability of 0,88.]]>
