Articles
<![CDATA[Pengenalan Pupuk Organik Cair dan Sistem Biopori di Kampung Babakan, Tangerang ]]>
<![CDATA[Karnelasatri]]>;
<![CDATA[Kelly Sinaga]]>;
<![CDATA[Candra Yulius Tahya]]>;
<![CDATA[Debora Sitinjak]]>;
<![CDATA[Friska Juliana Purba]]>
<![CDATA[ Agrokreatif: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 7 No. 3 (2021): Agrokreatif Jurnal Ilmiah Pengabdian kepada Masyarakat ]]>
Publisher : <![CDATA[Institut Pertanian Bogor ]]>
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DOI: 10.29244/agrokreatif.7.3.229-236
<![CDATA[Every year waste production has increased because of human population growth in Indonesia. The most waste component is organic waste, which contributes a negative impact on the environment and human health. This situation is also discovered in the Babakan Sub-village, Binong, Tangerang District. The awareness of the society related to waste management is needed to improve due to the garbage in this village is not managed properly. Moreover, a high frequency of flooding has happened in this area during the rainy season. To deal with this problem, the community service team of Pelita Harapan University introduced a biopori system and organized a workshop to produce liquid organic fertilizer. The purpose of this activity was to raise awareness of waste management in the society of Babakan related to waste management and environmental health. The method used was the field observation and community education that was counseling and workshop. The service had been going great and the society of Babakan village, Tangerang, gave a positive and active response. These community services caused the society of Babakan, Binong, Tangerang to get new options to manage their waste more properly.]]>
<![CDATA[RETRACTED ARTICLE: Pengaruh Penerapan Flipped Classroom pada Mata Kuliah Kimia Dasar untuk Meningkatkan Self Regulated Learning ]]>
<![CDATA[kelly sinaga]]>
<![CDATA[ EduChemia (Jurnal Kimia dan Pendidikan) Vol 3, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Chemical Education Faculty of Teacher Training and Education Universitas Su ]]>
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DOI: 10.30870/educhemia.v3i1.2626
<![CDATA[Pembelajaran yang berpusat pada mahasiswa dan aktif sering terhalangi dengan alokasi waktu perkuliahan yang diberikan, namun tujuan dalam struktur perkuliahan mata kuliah Kimia Dasar tetap harus diselesaikan. Hal ini membuat dosen sebagai pendidik memikirkan metode pengajaran yang sesuai dan mampu mengampu mata kuliah tersebut. Salah satu metode pengajaran yang dapat digunakan adalah flipped classroom, dimana pembelajaran dalam menggali dan memahami pengajaran dilakukan di luar kelas dan kegiatan interaktif dilakukan di dalam kelas. Oleh sebab itu, penelitian ini bertujuan untuk mengkaji penerapan flipped classroom dalam meningkatkan self-regulated learning mahasiswa pada mata kuliah Kimia Dasar. Metode penelitian yang digunakan adalah eksperimen kuasi dengan non-equivalent control group design. Teknik pengambilan sampel adalah cluster random sampling. Instrumen yang digunakan berupa lembar kuesioner SRL mahasiswa yang tekah divalidasi dan uji reliabilitasnya. Teknik analisis data yang digunakan adalah Mann-Whitney U Test. Berdasarkan hasil analisis dan pembahasan dapat disimpulkan bahwa penerapan flipped classroom memberikan peningkatan self-regulated learning mahasiswa pada mata kuliah Kimia Dasar di kelas eksperimen, namun belum memberikan peningkatan yang signifikan terhadap kelas kontrol.]]>
<![CDATA[KAJIAN PENERAPAN TEORI PEMBELAJARAN BERMAKNA AUSUBEL BERDASARKAN PERSPEKTIF ALKITABIAH PADA MATERI HIDROKARBON [A STUDY ON THE APPLICATION OF AUSUBEL'S MEANINGFUL LEARNING THEORY ON HYDROCARBON CHEMICAL LEARNING BASED ON A BIBLICAL PERSPECTIVE] ]]>
<![CDATA[Sekar Kinasih]]>;
<![CDATA[Kelly Sinaga]]>
<![CDATA[ Polyglot Vol 16, No 2 (2020): JULY ]]>
Publisher : <![CDATA[Universitas Pelita Harapan ]]>
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DOI: 10.19166/pji.v16i2.2128
<![CDATA[Learning about hydrocarbons in a chemistry class requires a high understanding of concepts and memory. Students usually only focus on memorizing and understanding the material when studying hydrocarbons in order to get good grades during exams, as happened to the grade 11 students in one of the schools in Lampung. This results in students not really learning about hydrocarbons and how they are useful for daily life. The purpose of writing this paper is to explain the study of the application of Ausubel's meaningful learning theory with the Contextual Teaching and Learning (CTL) strategy on hydrocarbon material based on a biblical perspective. Ausubel's meaningful learning theory with a Contextual Teaching and Learning strategy can help students find the meaning of learning because this theory emphasizes the integration of information that is relevant to a student's life or context. Through contextual learning students also obtain life values based on a biblical perspective. The method of writing this research is a literature study based on 20 reference sources. The conclusion obtained is that each stage in Ausubel's meaningful learning theory with a contextual approach can help students find the meaning of learning by connecting old knowledge with new knowledge that is more relevant to life. Students can also add value to their life by becoming wise users of petroleum which is a hydrocarbon.BAHASA INDONESIA ABSTRACT: Hidrokarbon adalah salah satu materi pembelajaran kimia yang membutuhkan pemahaman konsep dan daya ingat yang tinggi. Siswa biasanya hanya fokus menghafalkan dan memahami materi ketika belajar hidrokarbon agar bisa memperoleh nilai yang baik saat ujian, seperti yang terjadi pada siswa kelas XI SMA di salah satu sekolah di Lampung. Hal tersebut mengakibatkan siswa tidak menemukan makna dalam pembelajaran hidrokarbon yang berguna bagi kehidupan sehari-hari. Tujuan penulisan makalah ini adalah untuk memaparkan setiap tahapan dalam penerapan teori pembelajaran bermakna Ausubel dengan strategi Contextual Teaching and Learning (CTL) pada materi hidrokarbon berdasarkan perspektif Alkitabiah yang dapat menolong siswa menemukan makna pembelajaran yang relevan dengan kehidupan siswa atau kontekstual. Melalui pembelajaran yang kontekstual siswa juga memperoleh nilai-nilai kehidupan berdasarkan perspektif Alkitabiah. Metode penulisan penelitian ini adalah kajian literatur berdasarkan 20 sumber referensi. Kesimpulan yang diperoleh yaitu setiap tahapan dalam teori pembelajaran bermakna Ausubel dengan pendekatan kontekstual dapat menolong siswa menemukan makna belajar melalui menghubungkan pengetahuan lama dengan pengetahuan baru yang lebih relevan dengan kehidupan. Siswa juga dapat memperoleh nilai kehidupan untuk menjadi pribadi yang berhikmat dan bijaksana dalam menggunakan minyak bumi.]]>
<![CDATA[Peran Tutor dalam Proses Pembelajaran dengan Metode Berorientasi pada Tutee (Bermain, Diskusi, Ceramah) ]]>
<![CDATA[Friska Juliana Purba]]>;
<![CDATA[Kelly Sinaga]]>;
<![CDATA[Debora S Sitinjak]]>;
<![CDATA[Candra Y Tahya]]>;
<![CDATA[Karnelasatri Karnelasatri]]>
<![CDATA[ Journal of Educational Chemistry (JEC) Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[Chemistry Education Department ]]>
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DOI: 10.21580/jec.2020.2.1.5728
<![CDATA[Melihat kondisi anak-anak di wilayah Pos Dumpit ditemukan kondisi anak-anak yang seharusnya sudah berada di level yang tinggi akan tetapi secara kemampuan masih berada di level yang rendah. Hal ini disebabkan karena keterbatasan perekonomian keluarga dimana mata pencaharian keluarga itu sebagian besar buruh serabutan, kuli cuci piring, dan pemulung. Untuk itu bimbingan belajar Pos Dumpit dengan menghadirkan tutor yang sudah diperlengkapi secara pedagogis dan ilmu pengetahuan didirikan dan bertujuan untuk: Meningkatkan kemampuan membaca, menulis, dan menghitung pada anak-anak dengan cara memberikan pembelajaran yang menarik dan menyenangkan pada anak TK dan SD; Membantu anak-anak dalam memahami pelajaran yang sulit di sekolah; Membantu anak-anak dalam menanamkan sikap berjuang melalui belajar yang giat; Membantu anak-anak dalam meningkatkan kemampuan berpikir dan perubahan tingkah laku ke arah yang lebih baik. Metode yang digunakan yaitu bermain, diskusi, dan ceramah, akan tetapi disesuaikan dengan kebutuhan dari tutee dan tingkatan. Dengan metode tersebut, tutee semakin termotivasi dan keinginan belajar mereka semakin meningkat dilihat dari antusiasme dalam belajar maupun jumlah kehadiran semakin bertambah.]]>
<![CDATA[Analisis Kemampuan Literasi Kimia Siswa Pada Materi Senyawa Hidrokarbon Melalui Pendekatan Kontekstual ]]>
<![CDATA[Anjeli Valentin Zandroto]]>;
<![CDATA[Kelly Sinaga]]>
<![CDATA[ JURNAL PENDIDIKAN MIPA Vol 12 No 2 (2022): JURNAL PENDIDIKAN MIPA ]]>
Publisher : <![CDATA[Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima ]]>
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DOI: 10.37630/jpm.v12i2.596
<![CDATA[Masalah yang melatarbelakangi penulisan adalah tuntutan pendidikan pada abad ke-21 untuk mengembangangkan life skills siswa khususnya literasi, sehingga guru perlu memberikan latihan yang dapat mendorong siswa menguasai keterampilan literasi kimia. Penelitian menggunakan metode kualititatif deskriptif dengan tujuan penulisan untuk mendeskripsikan kemampuan literasi kimia siswa pada aspek kompetensi, dengan indikator mengidentifikasi isu ilmiah, menjelaskan fenomena ilmiah, dan menggunakan bukti ilmiah, melalui pendekatan kontekstual. Penelitian dilaksanakan di salah satu sekolah swasta daerah Lampung, kelas 11 MIPA. Teknik pengumpulan data menggunakan metode tes terhadap sampel yakni 10 siswa dengan menggunakan instrumen yang terdiri dari 10 butir soal berbasis pendekatan kontekstual indikator kompetensi literasi kimia. Interval nilai dihitung berdasarkan kriteria cukup, baik, dan sangat baik. Ketercapaian kemampuan literasi kimia secara keseluruhan diperoleh dengan menghitung rata-rata persentase siswa yang menjawab soal sesuai dengan interval pada tiap-tiap butir soal. Hasil penelitian menunjukkan bahwa penguasaan kemampuan literasi kimia siswa hanya pada indikator mengidentifikasi isu-isu ilmiah dengan persentase indikator mengidentifikasi isu ilmiah, menjelaskan fenomena ilmiah, dan menggunakan bukti-bukti ilmiah secara berturut-turut, yaitu sebesar 97,5%, 43%, dan 36%.]]>
<![CDATA[Mental Models in Chemistry: Prospective Chemistry Teachers’ Mental Models of Chemical Equilibrium ]]>
<![CDATA[Kelly Sinaga]]>
<![CDATA[ JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 11 No. 2 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jpps.v11n2.p113-129
<![CDATA[In this study, we described research into prospective chemistry teachers' mental models for chemical equilibrium. This research aimed to describe the profile of prospective chemistry teachers' mental models of chemical equilibrium. This study was held at one university in Tangerang. The subjects in this study were 22 students. The method used is the descriptive research method, using diagnostic tests as a research instrument. The research outcome showed 59.42% for the macroscopic stage, 51.34% sub-microscopic stage, and 66.18% symbolic stage. This outcome showed the variety of the understanding of prospective chemistry teachers for every level of chemical representation but generally, the understanding at the submicroscopic level was still relatively low. The profile of the mental models at each level of representation showed varied results but on average has a higher percentage in the Phenomenon Model and the Character-Symbol Model. The category of mental models at each level of representation mainly shows a linkage between the characteristic of the level of representation and the students’ mental model type. The result of this work point to the need of developing a learning strategy that accommodates the multiple representations. The next study also should recognize that sub-microscopic level representation is very important as this level help the students understand the scientific concept and give the correct explanation to chemical phenomena and reduce the misconception.]]>
<![CDATA[Penyuluhan Kesadaran Air Bersih Dan Hidup Sehat Desa Kedung Dalem - Kecamatan Mauk Banten ]]>
<![CDATA[Candra Yulius Tahya]]>;
<![CDATA[Kelly Sinaga, Debora Sitinjak, Friska Purba]]>
<![CDATA[ Prosiding Konferensi Nasional Pengabdian Kepada Masyarakat dan Corporate Social Responsibility (PKM-CSR) Vol 2 (2019): Peran Perguruan Tinggi dan Dunia Usaha dalam Mempersiapkan Masyarakat Menghadapi Era I ]]>
Publisher : <![CDATA[Asosiasi Sinergi Pengabdi dan Pemberdaya Indonesia (ASPPI) ]]>
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DOI: 10.37695/pkmcsr.v2i0.282
<![CDATA[Lingkungan sangat berpengaruh terhadap keberlangsungan hidup manusia sehingga perlu dijaga dan dilestarikan. Pada kenyataannya di Desa Kedung Dalem, berdasarkan hasil wawancara dengan LSM mitra, menunjukkan bahwa sebagian besar masyarakatnya belum mempunyai kesadaran yang tinggi untuk menerapkan gaya hidup sehat dan menjaga kebersihan lingkungannya. Salah satu upaya untuk mengatasi permasalahan tersebut, Program Studi Pendidikan Kimia UPH melakukan kegiatan PkM melalui penyuluhan pentingnya gaya hidup sehat dan kebersihan lingkungan pada 9 Mei 2018. Mendahului kegiatan peyuluhan, Tim PkM melakukan observasi dan pengambilan sampel dari sumber air masyarakat di Desa Kedung Dalem. Sampel air tersebut dibawa ke laboratoium untuk dilakukan analisis kadar logam berat berbahaya. Kegiatan ini bertujuan untuk memberikan informasi kepada masyarakat sumber-sumber air yang baik dan rendah kadar logam berat berbahaya, dan menyadarkan masyarakat akan pentingnya kesehatan dan kebersihan lingkungan di kedua desa tersebut. Tim penyuluh juga merancang suatu alat penyaring air sederhana, sebagai contoh untuk masyarakat di Desan Kedung dalam sehingga dapat dibuat untuk mengatasi kendala sumber air yang kotor dan tercemar. Hasil analisis AAS menunjukkan bahwa kandungan logam berat berbahaya yakni Timbal (Pb), Kromium (Cr) dan Kadmium (Cd), ternyata masih pada rentang konsentrasi minimum yang diperbolehkan oleh Peraturan Menteri Kesehatan Republik Indonesia No. No. 492/MENKES/PER/IV/2010 yakni 0,01 mg/L. Contohnya konsentrasi logam Pb dalam sampel air adalah < 0,04 mg/L lebih rendah dari kadar maksimum yang diperbolehkan yaitu 0,05 mg/L. Melalui penyuluhan ini, masyarakat dapat mengaplikasikan cara menjaga kesehatan dan kebersihan lingkungan serta mengetahui dampaknya bagi kesehatan, juga mengembangkan kesadaran diri akan pentingnya kebersihan lingkungan sehingga dapat meningkatkan taraf kesehatan masyarakat Desa Kedung Dalem serta memperindah lingkungan masyarakat.]]>
<![CDATA[Developing Senior High School Student’s Chemical Literacy Skills Through Inquiry-Based Online Chemistry Learning ]]>
<![CDATA[Elly Albert Zebua]]>;
<![CDATA[Kelly Sinaga]]>
<![CDATA[ Jurnal Akademika Kimia Vol. 10 No. 2 (2021) ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/j24775185.2021.v10.i2.pp126-132
<![CDATA[This paper is motivated by the challenges of chemistry class during the online learning period in developing students’ chemical literacy skills that were found during internship two by the author at a school in North Sulawesi at Senior High School. Based on these activities, it is known that the limitations of students in understanding chemical materials and concepts during online learning pose as a challenge for teachers to carry out the chemistry lessons long distanced. This paper aims to review the development of students’ literacy skills through inquiry-based learning. This paper also aims to examine the implications of chemical literacy in helping Christian teachers guide students to God's wisdom through inquiry-based chemistry’s online learning. The results from this study showed that the chemical literacy skills of students in the school where the author carried out field experience program two activities showed positive results; however, it was not comprehensive. Furthermore, chemical literacy helped Christian teachers observe students’ development in understanding chemical concepts and their relevance to biblical principles. This study concluded that honing chemical literacy skills through inquiry-based online learning can help students be more active in obtaining information. Good chemical literacy skills will help students make decisions based on problems that are always based on biblical principles. The author of this study suggests examining strategies in addition to inquiry-based learning, which can improve student’s chemical literacy skills, especially in online chemistry learning.]]>
<![CDATA[Applying Science Process Skills in Understanding Chemical Equilibrium Through Experiment ]]>
<![CDATA[Friska Purba]]>;
<![CDATA[Debora Suryani Sitinjak]]>;
<![CDATA[Kelly Sinaga]]>
<![CDATA[ Jurnal Akademika Kimia Vol. 10 No. 2 (2021) ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/j24775185.2021.v10.i2.pp78-86
<![CDATA[Students from Teachers College coming from various regions causes variations in the cognitive, affective, and psychomotor level. Some of them have a difficulty that leads to misconception in understanding the content in chemistry, particularly on chemical equilibrium. One of the ways to comprehend that content is by conducting experiments. This study aims to apply science process skills in understanding chemical equilibrium through the experiment method. This research also helps students in their experiments in which their ability is shaped to reach the level of application. Through experiment method, science process skill will develop and give a good response in giving action both in cognitive comprehension and ineffective as well as psychomotor level. The research method used is pre-experimental with a One-Group Pre-Post test Design. The result showed N-gain was 0.7, which classified high categories and science process skills showed good categories. The final result of this research was that students would be able to understand chemical equilibrium better by applying science process skills with an experiment.]]>
<![CDATA[Pre-service Chemistry Teachers’ Mental Model of Colligative Properties for Nonelectrolyte Solutions ]]>
<![CDATA[Kelly Sinaga]]>;
<![CDATA[Debora S. Sitinjak]]>;
<![CDATA[Friska J. Purba]]>
<![CDATA[ Jurnal Akademika Kimia Vol. 10 No. 3 (2021) ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/j24775185.2021.v10.i3.pp139-152
<![CDATA[Mental models are representations that describe the understanding of the three levels of representation in chemistry, that is macroscopic, sub-microscopic, and symbolic. This study aims to obtain a general description of the mental model of pre-service chemistry teachers in the colligative properties of non-electrolyte solutions. The study was a descriptive research with 22 second-year FIP Chemistry Education students from Pelita Harapan University Tangerang. Data collection was carried out with research instruments in the form of diagnostic tests. The results of the study state that the average percentage level of representation is 67 % macroscopic level, 31% sub-microscopic level, and 72 % symbolic level. The results of this study indicate that students' understanding at the macroscopic and sub-microscopic level of the colligative properties of non-electrolyte solutions was low compared to chemical representations at a symbolic level. Meanwhile, the categories of mental models possessed by pre-service chemistry teachers in the topic of non-electrolyte colligative properties vary for each level of chemical representation. Based on the percentage at each level of representation, the mental model of chemistry teacher candidates with a symbolic model category is higher than the scientific model. The low mental model of the scientific model contributed to the understanding of the pre-service chemistry teachers that the concept of chemistry is not intact scientifically.]]>
