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All Journal Orbital: Jurnal Pendidikan Kimia Integrated Science Education Journal
Pandu Jati Laksono
Universitas Sebelas Maret
Chemistry Education Social Sciences

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Pengembangan E-Book Kimia Berbasis Augmented Reality (AR) pada Materi Bentuk Molekul Ariska, Nasya Nur; Sholeh, Moh Ismail; Laksono, Pandu Jati
Orbital: Jurnal Pendidikan Kimia Vol. 7 No. 2 (2023): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v7i2.20159

Abstract

This study was motivated by the limited support of engaging media in chemistry learning on molecular shape materials. The material of molecular shape is abstract and requires a medium capable of visualizing the molecular shape clearly and realistically. The technology that aligns with these problems is Augmented Reality. This research aims to observe the validity results of the developed product and to know the student's responses towards the Augmented Reality (AR) Based Chemistry E-book on Molecular Shape Material. This study is an R&D (Research and Development) development study. By using the 4-D development model that was modified into 3 stages; define, design, develop. The validation test of this media is based on assessments from language experts, media experts, and material experts. The product validation results were assessed by media experts by 97%, material experts by 94%, and language experts by 90%, with a very valid category. In addition, a trial was conducted on students to find out the response to the developed media. Based on the assessment results of student responses, a percentage of 89% was obtained on a small scale and 95% on a medium scale with a very good category
Developing Chemistry Lesson Plan Design: Integrating Scientific Explanation by CER Framework in STEM Learning Laksono, Pandu Jati; Ari S Shidiq; Irfan Yunianto; Evelina A Patriot
Orbital: Jurnal Pendidikan Kimia Vol. 8 No. 1 (2024): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v8i1.22691

Abstract

The main supporting component of a comprehensive learning implementation, scientifically prepared according to the chemical context, is developing a chemistry lesson plan. Scientific explanations in chemistry learning often involve causal mechanistic explanations of chemical phenomena, which provide a paradigm for understanding chemical concepts. This research aims to describe how prospective chemistry teachers use scientific explanations to develop CER framework in chemistry lesson plans that align with STEM learning. A descriptive qualitative research design was used. The authors conducted this research on 20 prospective chemistry teachers. This research used the document review, observation, CER framework assessment, and interviews. Prospective chemistry teachers can theoretically and practically prepare chemistry learning plans. The study reveals that prospective chemistry teachers struggle to offer scientific explanations for the concepts they explain through CER framework. Their responses to the CER framework assessment reveal numerous unconnected scientific explanations.  One cannot combine evidence and reasoning claims into a systematic unity to explain a chemical phenomenon.  
Unveiling STEM Education Conceptions: Insights from Pre-Service Mathematics and Science Teachers Laksono, Pandu Jati; Suhadi, Suhadi; Efriani, Arvin
Integrated Science Education Journal Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i1.1387

Abstract

Purpose of the study: This study aims to analyze STEM education conceptions among pre-service mathematics and science teachers, focusing on their perceptions, understanding, and readiness to implement STEM education. The research seeks to identify gaps in STEM comprehension to inform teacher preparation program development. Methodology: This descriptive quantitative study describes the STEM concept among prospective science and mathematics teachers using an online questionnaire with Likert scale and open-ended questions. Data were analyzed using descriptive statistics, such as mean and standard deviation, and validated with Gregory's content validity formula, and Cronbach's alpha. Main Findings: Main findings indicate that 14.58% of respondents demonstrated very high STEM conception with scores exceeding 112.37, while 31.25% exhibited high conception within the range of 98.83 to 112.37. Conversely, 41.67% showed low conception with scores between 85.33 and 98.82, and 12.50% had very low conception, scoring below 85.33. Overall, only 45.83% of pre service teachers possessed adequate STEM conception, highlighting that 54.17% require strengthening in their understanding of STEM. Mathematics is seen as an essential foundational element in STEM education, with technology integration being key to improving learning outcomes. This study highlights the need for curriculum revision and professional development to improve STEM readiness among preservice teachers. Novelty/Originality of this study: This study identified a lack of STEM concepts among preservice mathematics and science teachers, and highlighted the urgency of revising the curriculum with an interdisciplinary approach that connects theory and practice. Limitations include self-reported data and a limited focus, so a larger study is needed.
Co-Authors Ari S Shidiq Ariska, Nasya Nur Arvin Efriani Evelina A Patriot Irfan Yunianto Sholeh, Moh Ismail Suhadi Suhadi