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<![CDATA[Analysis of SMA Pembangunan Laboratorium UNP Students’ Chemical Literacy Ability on Reaction Rate Topic by Using Rasch Model ]]>
<![CDATA[Daffa Diyanah]]>;
<![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.v3i1.245
<![CDATA[This study aims to analyze the SMA Pembangunan Laboratorium UNP students’ chemical literacy ability on reaction rate topic according to two theoretical frameworks, that is definition of chemical literacy adapted by Shwartz and levels of scientific literacy developed by Bybee and BSCS. This descriptive research is a quantitative study involving samples of 48 XI grade science students. Data is obtained from a chemical literacy test, then analyzed with the Rasch model. The results showed that students dominated three lowest literacy levels, that is functional scientific literacy (36%), scientific illiteracy (28%), and nominal scientific literacy (22%). Rasch analysis showed that 91.7% of students have negative measure scores with mean of students’ measure scores 1.07 logit. This indicates that students' chemical literacy ability on reaction rate topic are low.]]>
<![CDATA[Development of a Technical Guide for Project Based Learning on Chemical Literacy on Acid-Base Topic ]]>
<![CDATA[Latifah Khairiyyah Fitri]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ Entalpi Pendidikan Kimia Vol 3 No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/epk.v3i3.279
<![CDATA[This study aims to develop a technical guide for project based learning based on chemical literacy on the topic of acid base learning that can be used to improve student’s chemical literacy skills and help student understand chemical concepts and be able to apply then un solving problems in daily life. This type of research is educational design research using the plomp model. The validity test was carried out by five validators including three chemistry lectures at the State University of Padang and two chemistry teachers at a SMAN Lima Puluh Kota and will be analysis of the validity results using Aiken’s V. the result of the analysis of content validity and construct validity can be categorized as valid.]]>
<![CDATA[Learning Design Project Based Learning Based on Chemical Literacy whit the Theme of Electrolyte and Non-Electrolyte Solutions ]]>
<![CDATA[Fhira Aulia Fitri]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ Entalpi Pendidikan Kimia Vol 3 No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/epk.v3i3.280
<![CDATA[In the 21st century, a learning design is needed that can increase the motivation and activeness of students in the learning process. The solution is to develop a project-based learning design based on chemical literacy. The purpose of this study was to develop and determine the level of validity of the project based learning design based on chemical literacy with the theme of electrolyte and non-electrolyte solutions. The type of research is educational design research using the plomp model and data processing using the Aiken's V formula. The validity test for the learning design is carried out by distributing instruments in the form of content validity questionnaires and construct validity questionnaires which are categorized as valid.]]>
<![CDATA[Content Validity and Construct Validity Technical Guidelines for Project Based Learning Based on Chemical Literacy on Reaction Rate Materials ]]>
<![CDATA[Desi Ratna Sari]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ Entalpi Pendidikan Kimia Vol 3 No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/epk.v3i3.281
<![CDATA[This study aims to produce a technical guide for project-based learning based on chemical literacy on the reaction rate material in terms of content validation and construct validation through validation results by experts. This type of research is educational design research using the plomp model. The validity test was carried out by five validators including four chemistry lecturers at the State University of Padang and one chemistry teacher at a senior high school in Padang and analyzed using Aiken's V. The results of the analysis of content validity were 0.82 and construct validity was 0.84. Based on the results of the content and construct validity assessments obtained, the guidelines made can be categorized as valid.]]>
<![CDATA[Desain Panduan Project based learning berbasis Literasi Kimia dengan Tema Bio-baterai untuk Siswa Kelas XII SMA ]]>
<![CDATA[Aruna Irani]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ Entalpi Pendidikan Kimia Vol 3 No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/epk.v3i3.282
<![CDATA[This study aims to produce a project-based learning guide design based on chemical literacy with the theme "bio-battery" that can be used to improve student literacy and help students understand chemical concepts, especially voltaic cell material. This guide is designed in accordance with the anatomy of the project based learning model according to Michael Grant (2002) which includes aspects of chemical literacy according to Yael Schwartz (2006)..The content and construct validity tests were carried out by five validators (expert judgments) and will be analyzed using the Aiken's V formula. The results of data analysis in this study showed the Aikens' V value for content validity was 0,91 and construct validity was 0,92. Thus, it can be concluded that the technical guide for Project based learning based on chemical literacy is valid in terms of content and context.]]>
<![CDATA[Analysis of Student’s Chemical Literacy on Buffer Solution Material using the Rasch Model at SMAN 1 Tilatang Kamang ]]>
<![CDATA[Eka Yusmaita]]>;
<![CDATA[Trisna Desviani]]>
<![CDATA[ Edukimia Vol 5, No 1 (2023): Edukimia - Vol. 05, Issue 01 (February 2023) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/ekj.v5.i1.a456
<![CDATA[The purpose of this study was analyze the level of chemical literacy of students at SMAN 1 Tilatang Kamang on the buffer solution material using the Rasch model with the Winstep application. This research method is a descriptive study with a quantitative approach with a sample of 75 students of 3th grade students at SMAN Tilatang Kamang. The chemical literacy test was carried out using a chemical literacy-based question instrument amount 11 items. Data on chemical literacy test results were analyzed using the Rasch model. Scalogram analysis based on the ability of student who have high abilities is 35L and student who have lowest ability is subject 02L. Based on the level of difficulty of the items, the most difficult item is number 8 (theme 4) and the easiest item is number 10 (theme 6). Most of the chemical literacy analysis description of students at SMAN 1 Tilatang Kamang are at the Scientific Illiteracy level of 39%.]]>
<![CDATA[Assessing the Potentiality of Aerobic Rolling Composter to Hasten Vegetable and Fruit Waste ]]>
<![CDATA[Fitri Amelia]]>;
<![CDATA[Eka Yusmaita]]>;
<![CDATA[Yolli Fernanda]]>;
<![CDATA[Firma Yulianis]]>;
<![CDATA[Sherly Rahmayani]]>;
<![CDATA[Ashekul Islam]]>
<![CDATA[ EKSAKTA: Berkala Ilmiah Bidang MIPA Vol. 24 No. 01 (2023): Eksakta : Berkala Ilmiah Bidang MIPA (E-ISSN : 2549-7464) ]]>
Publisher : <![CDATA[Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Padang, Indonesia ]]>
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DOI: 10.24036/eksakta/vol24-iss01/368
<![CDATA[Organic waste is mainly categorized in recent days as household waste and city garbage. To meet eco-friendly waste management, incorrect composter or conventional composting methods do not fulfilling the demands even though sometimes the composting procedure is so lengthy. To speed up the composting process, our research team has developed an aerobic composter using microorganisms, e.g., Trichoderma, Effective Microorganism 4 (EM4), and a combination of Trichoderma. Three different aerobic rolling composters (ARC) were designed to speed up the composting process during the testing stage by employing EM4. It showed a greater reduction in waste height utilizing EM4 on the 15th day (3.8%-17.9%) than the conventional one (2%). In addition, inoculation of EM4 and Trichoderma in combination with EM4 caused a 45% reduction in weight. Thus, the composter (type 3) efficiently decomposes the waste with a shorter composting period. ]]>
<![CDATA[Analysis of Students' Chemical Literacy on Class X Electrolyte and Non-Electrolyte Solutions at SMAN 2 Batang Anai ]]>
<![CDATA[Nadiatul Khusna]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ Journal of Educational Sciences Vol 7, No 2: April 2023 ]]>
Publisher : <![CDATA[Universitas Riau ]]>
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DOI: 10.31258/jes.7.2.p.182-191
<![CDATA[The evaluation results on electrolyte and non-electrolyte solution materials at SMAN 2 Batang Anai still have not reached the Minimum Completeness Criteria (KKM). As many as 50% of the 130 students are still incomplete in the evaluation of learning on electrolyte and non-electrolyte solutions, so it is necessary to evaluate students so that the teacher knows the causes of students' scores being below the KKM. This study aims to analyze the chemical literacy level of class X students of SMAN 2 Batang Anai in electrolyte and non-electrolyte solution materials using the Rasch model with the Ministep application according to the level of scientific literacy developed by Bybee. This research is a descriptive research with a quantitative approach with a sample of 75 students. The results showed that students in class X SMAN 2 Batang Anai dominated at 2 levels of chemical literacy, namely nominal scientific literacy (52%) and functional scientific literacy (44%). Rasch analysis shows that 96% of students have a negative measurement value with an average student measurement value of -2.63 logit. This shows that the ability of students' chemical literacy in electrolyte and non-electrolyte solution materials is relatively low.]]>
<![CDATA[Design a simple distillation project-based on chemical literacy on the topic of the alcohol phase F ]]>
<![CDATA[Meylinda Anggraini]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ Jurnal Pijar Mipa Vol. 18 No. 3 (2023): May 2023 ]]>
Publisher : <![CDATA[Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat ]]>
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DOI: 10.29303/jpm.v18i3.4968
<![CDATA[This study aims to design a simple distillation project on chemical literacy on alcohol phase f. This research was designed using the Plomp development model, which consists of 3 stages: the preliminary research stage, the development stage or prototyping, and the assessment stage. In this study, the authors limit the research to the development stage prototype, which produces prototype III. This project was designed using the project-based learning model with a combination of the anatomy of the project-based learning model) and project-based learning syntax, which contains aspects of chemical literacy. The development of this simple distillation project on chemical literacy on the topic of alcohol phase f is expected to assist teachers in overcoming obstacles in making learning media. It can be used as one of the learning media that can help students in learning, especially on alcohol. Testing the content validity and construct validity was carried out by five validators (Padang State University lectures and teachers of senior high school). The data obtained from the validator was then analyzed using Aiken’s V formula. The results of data analysis in this study showed that the average results of Aiken's V on content validity were 0.89, and construct validity was 0.90, which is included in the valid category.]]>
<![CDATA[ANALISIS LITERASI KIMIA PESERTA DIDIK PADA MATERI KOLOID DENGAN MODEL RASCH ]]>
<![CDATA[Jekrin Hernandes]]>;
<![CDATA[Eka Yusmaita]]>
<![CDATA[ Jurnal Pendidikan Kimia Universitas Riau Vol 8, No 2 (2023) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Riau (UNRI) ]]>
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DOI: 10.33578/jpk-unri.v8i2.7889
<![CDATA[Penelitian ini bertujuan untuk menganalisis tingkat literasi kimia siswa SMAN 1 Kapur IX pada materi koloid dengan menggunakan model Rasch dengan aplikasi Ministep. Perancangan instrumen sesuai level literasi sains yang dikembangkan oleh Bybee dan aspek literasi kimia yang dikembangkan oleh shwartz. Penelitian ini merupakan penelitian desktiptif dengan pendekatan kuantitatif dengan sampel 50 siswa. Dari tes literasi kimia pada materi koloid yang dijawab oleh peserta didik dan dianalisis dengan model Rasch. Instrumen penelitian berjumlah 12 butir soal berbasis literasi kimia. Analisis scalogram berdasarkan kemampuan subjek yang memiliki abilitas yang paling tinggi yaitu subjek 15P dan subjek yang memiliki abilitas yang paling rendah yaitu subjek 12. Berdasarkan tingkat kesulitan Item butir soal, soal yang paling sulit dijawab peserta didik adalah soal no. 11 sebanyak 58% . Item butir soal yang paling mudah dijawab oleh peserta didik yaitu soal no. 12 sebanyak 68%.Sebagian besar deskripsi analisis literasi kimia peserta didik di SMAN 1 kapur IX berada pada level Nominal Scientific Literacy sebanyak 40%.]]>
