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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha Jurnal Pendidikan Akuntansi (JPAK) EDUSAINS Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan TARBIYA : Journal Education in Muslim Society Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) EduChemia: Jurnal Kimia dan Pendidikan Jurnal Tadris Kimiya JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Basicedu Jurnal Pengabdian Magister Pendidikan IPA Jurnal Riset Pendidikan Kimia (JRPK) Sarwahita : Jurnal Pengabdian Kepada Masyarakat Jurnal Inovasi Kesehatan Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Ekonomi Dan Pembangunan Jurnal SIAR ILMUWAN TANI Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Journal of International Conference Proceedings Jurnal Basicedu Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Jurnal Pendidikan West Science Jurnal Ilmiah Ekonomi dan Manajemen Pratama Widya: Jurnal Pendidikan Anak Usia Dini Edumaspul: Jurnal Pendidikan Journal of Current Studies in SDGs Journal of Current Studies in SDGs

Yuli Rahmawati

Universitas Negeri Jakarta

Author-ID : 2757986

Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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ANALISIS MISKONSEPSI MAHASISWA CALON GURU KIMIA PADA KONSEP PARTICULATE OF MATTER Yuli Rahmawati; Tuszie Widhiyanti; Alin Mardiah
Jurnal Tadris Kimiya Vol 4, No 2 (2019)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v4i2.4824

Penelitian ini bertujuan untuk menganalisis miskonsepsi mahasiswa calon guru pada konsep particulate of matter. Metode yang digunakan dalam penelitian ini adalah survei dengan teknik pengumpulan data berupa two tier diagnostic test Particle Theory Diagnostic Instrument (PTDI) yang diadaptasi dari Treagust, Chandrasegaran, Crowley, Yung, Cheong dan Othman serta dikembangkan oleh Widhiyanti, observasi, dan wawancara yang diujikan pada mahasiswa calon guru program studi pendidikan kimia tingkat I sampai IV berjumlah 148 mahasiswa. Hasil penelitian menunjukkan bahwa mahasiswa mengalami miskonsepsi pada 10 butir soal dari 11 soal yang diberikan pada instrumen two tier diagnostic test. Konsistensi jawaban siswa pada setiap kategori tidak mencapai 10% dari jumlah jawaban benar, mahasiswa tidak memahami konsep secara mendalam. Hal ini dibuktikan dengan penurunan jumlah jawaban benar (pada tier 1) dan alasan benar (pada tier 2) dengan persentase lebih dari 10%. Dengan demikian, perlu dilakukan pendalaman materi particulate of mater pada mahasiswa calon guru kimia untuk mengatasi miskonsepsi yang terjadi.

PENGELOLAAN KELEMBAGAAN RESIMEN MAHASISWA BATALYON 041/ INDRA BUANA UNIVERSITAS RIAU Yuli Rahmawati; Daeng Ayub Natuna; Jaspar Jas
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan VOL 6 : EDISI 2 JULI - DESEMBER 2019
Publisher : Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abtrack: The aim of this study was to describe the institutional management of the Student Regiment Batalyob 041 / Indra Buana University of Riau with regard to planning, organization, leadership and supervision. This study uses a descriptive method with a qualitative approach aimed at knowing the institutional management of the student regiment. This study consists of one variable, namely Management of Student Regiment 041 / Indra Buana University Riau Battalion with 4 indicators. The test subjects were 4 people consisting of 2 key informants, 1 control person and 1 observer-informant. Techniques used for data collection are documentation, observation and interviews. Data analysis techniques make use of data reduction, display data and conclusion drawing. The results of this study indicate that the management of the Battalion 041 / Indra Buana University Student Regiment with 4 indicators in management that are not suitable there are 2 indicators, namely 1) organizing indicators, 2) leadership indicators. In the organizing indicator where the recruitment of new members has decreased compared to the previous year, in which organization is an important factor in an organization. During the leadership indicators there are still members who do not perform the tasks and responsibilities that have been entrusted. To overcome this mismatch, the manager is expected to increase the organization in recruiting new members and to pay more attention to members in the form of giving motivation to be more responsible in performing their duties and responsibilities to get many successors in the Student Regulations 041 / Indra Buana University of Riau Battalion. Then for the University of Riau to assist in the process of organizing so that the institutions around the campus will live with the many students who take extracurricular activities.Key Words: Management, Institution, Student Regiment

STUDENTSâ€™ PERCEPTIONS FOR THE CHEMISTRY LABORATORY ENVIRONMENT IMPROVEMENT Yuli Rahmawati; Rekha Koul
Jurnal Riset Pendidikan Kimia (JRPK) Vol 1 No 1 (2011): Jurnal Riset Pendidikan Kimia (JRPK), Volume 1 Nomor 1 (2011)
Publisher : LPPM Universitas Negeri Jakarta

Chemistry studentsâ€™ perceptions of the chemistry laboratory learning environment were investigated in Jakarta State University. An already existing instrument Chemistry Laboratory Environment Inventory (CLEI) questionnaire was translated into Bahasa Indonesia and administered to 410 university students in three different years of chemistry study. Data analyses supported the validity and reliability of the instrument when used in this context and there were no statistically significant differences in mean scores for gender and programme of study. However, the mean differences in studentsâ€™ perceptions of their laboratory environment were statistically significant by year level. These differences were further validated by the interview data. Qualitative data were obtained from laboratory observations and interviews with the students. Furthermore, both quantitative and qualitative data confirmed that students wished for an improved laboratory learning environment in terms of more opportunities to explore their own interests and to work with better laboratory equipment. The chemistry department staff could use the information from this study to guide them in making changes for improving the learning process in the laboratory.

CRITICAL REFLECTIONS OF A CHEMISTRY TEACHER EDUCATOR IN REVEALING TEACHING IDENTITY: A CRITICAL AUTOETHNOGRAPHY RESEARCH Yuli Rahmawati; Peter C Taylor; Rekha K Koul
Jurnal Riset Pendidikan Kimia (JRPK) Vol 3 No 1 (2013): Jurnal Riset Pendidikan Kimia (JRPK), Volume 3 Nomor 1 (2013)
Publisher : LPPM Universitas Negeri Jakarta

This article focuses on critical reflections on my teaching identity when I engaged as a co-teacher with three science teachers and their students from different social and cultural backgrounds. I am a university based chemistry teacher educator from Indonesia who worked in a 3-year longitudinal co-teaching project in lower secondary schools in Western Australia. As the research involved critical reflection on my own professional praxis, I adopted a multi-paradigmatic research approach with critical auto/ethnography as the research methodology. Over time, critical reflection enabled me to develop difference awareness, empathy and rapport, sharing of control and power, mutual understanding and negotiation. However, I found myself struggling to engage deeply with the science teachers and their students, due in part to socio-cultural factors. In this article, I investigate my autobiographical self as a science teacher educator facing the dilemma of aspiring to become increasingly empowered whilst simultaneously being controlled by external socio-cultural forces. As I worked with the 3 science teachers I found within their characters a mirror of my own history as a science teacher. I came to realise the power of meaning making for studentsâ€™ learning and also that in my own teaching history I had ignored it when the power of the technical interest strongly controlled the science classroom. The journey of working closely with the three science teachers invoked in me continuous reflection on my own evolving teaching identity as a science educator who is committed to transformative learning theory, who has faith in constructivism as a pedagogical referent, who envisions better teacher-student relationships, and who is trying to establish the wisdom of dialectical thinking; a set of beliefs that I hope will help me to stay on the pathway of increasing empowerment for better education. Key Words: Co-teaching, teaching identity, auto/ethnography, transformative learning

THE STUDY OFMOTIVATION TO BE SCIENCE TEACHER Yuli Rahmawati
Jurnal Riset Pendidikan Kimia (JRPK) Vol 3 No 1 (2013): Jurnal Riset Pendidikan Kimia (JRPK), Volume 3 Nomor 1 (2013)
Publisher : LPPM Universitas Negeri Jakarta

This study aims is to examine several factors that influence people to choose the profession as a science teacher. The motivation is important factor that influence individual to have a good performance in their activities. Descriptive qualitative methodology through the semi-structured interview method is chosen to get the meaningful information of this study. The data was collected from four experienced science teachers who come from different countries which are Australia, America, Africa, and Philippines. The study found that several factors that motivated participants to be a teacher are family member, aspiration, role models, previous teaching experiences, teaching as powerful and manageable job, and educational background. However, all participants found interactions with their students have motivated them to be good and professional science teachers. Keywords: Motivation, science teacher, descriptive study

Studi Pendekatan Dilemmas Stories pada Materi Hidrolisis Garam dengan Metode Thinking Aloud Pair Problem Solving (TAPPS) Evi Elfrida; Tritiyatma Hadinugrahaningsih; Yuli Rahmawati
Jurnal Riset Pendidikan Kimia (JRPK) Vol 7 No 2 (2017): Jurnal Riset Pendidikan Kimia (JRPK), Volume 7 Nomor 2 (2017)
Publisher : LPPM Universitas Negeri Jakarta

This study aims to investigate the application and implication of Dilemmas Stories approach on the Salt Hydrolysis subject by using Thinking Aloud Pair Problem Solving (TAPPS) method toward studentsâ€™ soft skills. The population of the study is 36 of public senior high schoolâ€™s students at Jakarta. The study was conducted from February to April in 2015. The dilemmas stories which used in this study was the dilemmas of the use of fertilizer, Sodium Nitrite in processed meats, bleach apparel, and rice bleacher. This study was used a qualitative method by using multiple data collection techniques through the interview, reflective journal and classroom observation which is supported by CCVLES questionnaire with indicators, namely: feeling related to the story, storyâ€™s contents, teacherâ€™s support, teamwork, empathetic communication, critical thinking, and contextual chemistry. The quality standards which used was credibility by using prolonged engagement, progressive subjectivity, and member checking. The results of the study have shown that the indicators in CCVLES were achieved. Moreover, it was also found other soft skills as the implication of learning which are motivation, the reflection of the values, curiosity, responsibility, and encourage to argue. The implication of the creativity was perceived by students both by poster and drama output. This study also discovered that there some preparation needed in applying Dilemmas Stories approach, including teacherâ€™s practice, time efficiency, and appropriate materials selection. Thus, it can be concluded that Dilemmas Stories approach can be applicated in chemistry learning. Keywords: Dilemmas Stories, Salt Hydrolysis, Thinking Aloud Pair Problem Solving, CCVLES

Analisis Model Mental Siswa pada Materi Hidrolisis Garam di Klaten Rahma Esi Andina; Achmad Ridwan; Yuli Rahmawati
Jurnal Riset Pendidikan Kimia (JRPK) Vol 7 No 2 (2017): Jurnal Riset Pendidikan Kimia (JRPK), Volume 7 Nomor 2 (2017)
Publisher : LPPM Universitas Negeri Jakarta

The aim of this study is to analyze studentsâ€™ mental model of hydrolysis concepts. The subjects of this study were the best science class students of a public senior high school at Klaten. This research employed ethnography as a research methodology. Data collection techniques were in-depth interviews, classroom observation, and reflective journals. The results showed that the students built mental models based on their understanding and experience that influenced by the environment around the students. The studentsâ€™ learning is influenced by the studentsâ€™ characteristics of politeness, empathy communication, and value of the teacher is always right. The studentsâ€™ mental models of hydrolysis concept were divided into understanding and misconceptions. Teacherâ€™s understanding of studentsâ€™ mental model will help the teacher in developing meaningful learning experiences. Keywords: Mental Model, Ethnography, Hydrolisis

Peranan Transformative Learning dalam Pendidikan Kimia: Pengembangan Karakter, Identitas Budaya, dan Kompetensi Abad ke-21 Yuli Rahmawati
Jurnal Riset Pendidikan Kimia (JRPK) Vol 8 No 1 (2018): Jurnal Riset Pendidikan Kimia (JRPK), Volume 8 Nomor 1 (2018)
Publisher : LPPM Universitas Negeri Jakarta

Pendidikan kimia tidak hanya terfokus untuk meningkatkan kompetensi peserta didik pada aspek pengetahuan kimia, namun juga mempersiapkan generasi muda yang memiliki kemampuan menjadi agent of change, berkarakter, dan berbudaya khususnya dalam menghadapi tantangan abad 21. Pembelajaran dengan prinsip transformative learning terfokus pada mentransformasi beliefs, perilaku (attitudes), dan emosi akan mengintegrasikan refleksi peserta didik terhadap dirinya sendiri (self-critical reflection) yang dikaitkan dengan pengalamannya untuk mengembangkan dan mentransformasi kompetensi peserta didik secara holistik baik hard skills maupun soft skills. Artikel ini memberikan paparan mengenai peranan transformative learning dalam pembelajaran kimia dalam mengembangkan karakter, identitas budaya, dan kompetensi abad ke-21 dari peserta didik dan memberikan penguatan kompetensi terhadap kehidupan sosial peserta didik dalam bermasyarakat yang dapat dijadikan sebagai keterampilan peserta didik di masa yang akan datang. Pendekatan-pendekatan pembelajaran yang telah dikembangkan oleh peneliti bersama tim peneliti selama tahun 2013-2017 menggunakan dasar prinsip transformative learning dimana proses refleksi peserta didik dan peranan pendidik sebagai transformative educator berperan sangat penting. Pendekatan-pendekatan pembelajaran yang telah diterapkan dalam pembelajaran kimia, yaitu Social Emotional Learning (SEL), Dilemmas Stories, Life Cycle Analysis, Socio-Critical Problem Oriented, Culturally Responsive Teaching, dan Science Technology Education Art and Mathematics (STEAM). Integrasi transformative learning ini membutuhkan perubahan paradigma mendasar dalam proses pembelajaran, dalam konteks ini pendidik perlu menerapkan 3 prinsip mendasar untuk dijadikan acuan dalam implementasi pendekatan, yaitu: 1) constructivism as referent, 2) empowering teacher-student relationship, and 3) dialectical thinking. Pada akhirnya, hasil penelitian ini diharapkan dapat memberikan kontribusi terhadap pembelajaran dan penelitian pendidikan kimia yang dapat dimanfaatkan bagi pada pendidik dan peserta didik calon pendidik untuk dapat memberikan inovasi pendekatan pembelajaran yang disesuaikan dengan konteks dan karakteristik pembelajaran kimia. Kata kunci Pembelajaran Kimia, Transformative Learning, Keterampilan Abad 21, Karakter, Identitas Budaya.

Integrasi CoRe Framework dan Strategi Metakognitif dalam Pengembangan Pedagogy Content Knowledge Calon Guru Kimia pada Pembelajaran Telaah Kurikulum Kimia Ella Fitriani; Yuli Rahmawati; Nurbaity Nurbaity; Sukro Muhab
Jurnal Riset Pendidikan Kimia (JRPK) Vol 8 No 1 (2018): Jurnal Riset Pendidikan Kimia (JRPK), Volume 8 Nomor 1 (2018)
Publisher : LPPM Universitas Negeri Jakarta

Penelitian ini terfokus pada analisis Pedagogical Content Knowledge (PCK) calon guru kimia menggunakan CoRe (Content Representation) Framework dan strategi metakognitif pada mata kuliah Telaah Kurikulum Kimia. PCK merupakan representasi gabungan antara isi materi pelajaran dan pedagogik yang dimilik oleh guru sehingga siswa tertarik dan mudah untuk memahami suatu materi (Shulman, 1987). Oleh karena itu, CoRe framework dan strategi metakognitif pada penelitian ini digunakan untuk mengembangkan penguasaan konsep kimia dan cara menyampaikan konsep tersebut. Penelitian ini menggunakan pendekatan kualitatif, dengan studi interpretif kualitatif hingga menghasilkan profil PCK calon-calon guru kimia terkait dengan penguasaan konsep-konsep kimia. Data diperoleh dari rubrik PCK, MAIT (Metacogitive Awareness Inventory for Teachers), wawancara, observasi, nilai tes konsep, dan kertas refleksi. Hasil penelitian ini menunjukkan bahwa tingkat PCK calon-calon guru kimia tergolong tinggi. Terlihat bahwa Content Knowledge (CK) yang mereka miliki sedikit lebih tinggi daripada Pedagogical Knowledge (PK). Hasil MAIT (Metacogitive Awareness Inventory for Teachers) juga menunjukkan bahwa calon-calon guru tersebut memiliki kesadaran metakognitif yang sangat tinggi sehingga mereka mengetahui kelemahan dan kekuatannya sendiri dalam mengajar. Kata kunci: Pedagogical Content Knowledge, Content Representation, Strategi Metakognitif, Telaah Kurikulum Kimia

Analisis Laboratory Jargon dan Miskonsepsi dalam Materi Asam-Basa Tritiyatma Hadinugrahaningsih; Belgys Zahia; Yuli Rahmawati; Irma Ratna Kartika
Jurnal Riset Pendidikan Kimia (JRPK) Vol 8 No 2 (2018): Jurnal Riset Pendidikan Kimia (JRPK), Volume 8 Nomor 2 (2018)
Publisher : LPPM Universitas Negeri Jakarta

Penelitian ini bertujuan untuk menganalisis Laboratory Jargon dan miskonsepsi dalam materi asam-basa pada siswa SMA kelas XI. Subjek penelitian ini adalah siswa kelas XI IPA di lima SMA pada kecamatan Pulogadung, Jakarta Timur sebanyak 320 siswa.. Metode Penelitian yang digunakan adalah metode survei kuantitatif. Data penelitian diperoleh melalui observasi saat pembelajaran, jawaban siswa pada Kuesioner Laboratory Jargon, dan wawancara siswa. Miskonsepsi yang dibahas pada penelitian ini terkait dengan beberapa konsep pada materi asam-basa, yaitu konsep atom dan molekul; definisi asam basa; disosiasi air; asam-basa lemah; konsentrasi air; pembentukan ion asam-basa; reaksi netralisasi; kekuatan asam (pH); indikator asam basa; serta sifat amfoter air. Hasil dari penelitian menunjukan bahwa dari sepuluh konsep tersebut masih banyak siswa yang memilih jawaban Laboratory Jargon yang merupakan pernyataan miskonsepsi. Persentase miskonsepsi siswa rata-rata dari sepuluh konsep tersebut adalah 64,44%. Persentase miskonsepsi siswa yang paling besar adalah pada konsep sifat amfoter air yaitu 85,31% kemudian konsep kekuatan asam (pH) yaitu 75,62%. Berdasarkan hasil wawancara sebagian besar siswa memilih jawaban miskonsepsi disebabkan karena siswa terbiasa mempelajari suatu konsep kimia dengan Laboratory Jargon baik dari guru atau sumber belajar. Kata kunci Laboratory Jargon, miskonsepsi, asam-basa, survei

Co-Authors Abdullatif Setiabudi Achmad Ridwan Achmad Ridwan Adam Julio Waskito Ade Dwi Utami Afrizal Afrizal Ahmad Aminudin Ainulluluah Ainulluluah Alin Mardiah Alin Mardiah Alin Mardiah Alin Mardiah Andi Wiranata Anna Rahmadianty Aodah Diamah Arifin Maksum Asep Kadarohman Asep Supena. Bahrul Hayat Bambang Suryadi Belgys Zahia Berliana Putri Bramianto Setiawan Chaeruman, Uwes Anis Chintia Fatimah Daeng Ayub Devita Marlina Vanessa Dinda Novia Wilandari Dini Delfiana Dzakiyyah Alfina Hanum Dzuhrotul Ulumiyah Ella Fitriani Elsa Mahardika Endry Boeriswati Evi Elfrida Fatikhah Widya Rahmadani Fera Kurniadewi Fitria Budi Utami Fitriyani Fitriyani Fitriyuni Miralda Siregar Hasanah Dewi Lestari Hasna Rashifah Herlina Usman Huliyah, Muhiyatul Ibrahim Ibrahim Iif Ahmad Rifai Ilmi Zakiah Amalia Indah Langitasari Indri Sari Utami Intana Bilqis, Ega Viranti Irawati Irawati Irma Ratna Kartika Iwan Sugihartono Jasmin, Maulina Jaspar Jas Lestari Kumala Dewi Lukman Hadi Lukman Hadi Maemonah, Maemonah Mario Aditya Prasetyo Maulidya Virginanti Mega Ayu Agustin Mela Puspitasari Mentari Reza Apriliana Miftahul Hamim Mohammad Syarif Sumantri Muchlis R. Luddin Mudmainah Vitasari Muhammad Syahril Sabda Mukminah Muktiningsih Nurjayadi Nabillatul Ismi Abrar Nina Nurhasanah Nur Asri Shakila Nur Shapna Nur Shapna Dwiyanti Nurbaity Nurbaity Nurbaity Nurbaity Peter C Taylor Pramita Cucu Mawarni Pramita Cucu Mawarni Pramita Cucu Mawarni Rahadian Sujud Rahma Esi Andina Rahma Rina Wijayanti Rekha K Koul Rekha Koul Resa Anandita Rika Siti Syaadah Risky Amalia Rissa Andharini RIYADI Rizky Salman Santoso, Clarinta Fadheela Setia Budi Siska Ita Selvia Sitti Syarah Sukro Muhab Suprananto, Suprananto Susi Fitri Syauqi Faizka Ramadhani Sylvia Faustine Sylvia Faustine Talakua, Febry Tika Dwi Pamungkas Tri Hastuti Budi Utami Tritiyatma Hadinugrahaningsih Tritiyatma Hadinugrahaningsih Tuszie Widhiyanti Urip Munggali Vina Iasha Wahyudin Yussi Pratiwi Zuhdiyah Matienatul Iemaaniah

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