Articles
<![CDATA[Keefektifan Tes Pilihan Ganda Tiga Tingkat dan Pilihan Ganda-Wawancara dalam Mengidentifikasi Miskonsepsi ]]>
<![CDATA[Maya Erliza Anggraeni]]>;
<![CDATA[Effendy Effendy]]>;
<![CDATA[Munzil Munzil]]>
<![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.v3i1.1845
<![CDATA[Asam-Basa adalah salah satu materi penting yang dipelajari di SMA yang mencakup pemahaman konsep dasar dan melibatkan representasi makroskopik, mikroskopik dan simbolik. Hal ini menyebabkan materi asam-basa cenderung sulit dipahami oleh siswa. Kesulitan mempelajari materi Asam-Basa berpotensi menimbulkan miskonsepsi. Oleh karena itu perlu dilakukannya identifikasi miskonsepsi. Penelitian ini merupakan rancangan deskriptif untuk membandingkan keefektifan tes pilihan ganda tiga tingkat terhadap tes pilihan ganda diikuti wawancara dalam mengidentifikasi miskonsepsi asam-basa. Subjek penelitian ini adalah dua kelas homogen dari kelas program IPA pola lima semester SMAN 8 Malang. Hasil penelitian menunjukkan bahwa tes pilihan ganda diikuti wawancara lebih efektif dibandingkan tes pilihan ganda tiga tingkat. Terdapat sembilan miskonsepsi yang dialami siswa, empat diantaranya merupakan miskonsepsi yang belum ditemukan pada penelitian lain.]]>
<![CDATA[USAGE OF SAVSOFT QUIZ APPICATION FOR THE DARING ASSESMENT ON LEARNING OF CHEMISTRY SUBJECT IN SMA NEGERI 2 PALANGKA RAYA ]]>
<![CDATA[Nopriawan Berkat Asi]]>;
<![CDATA[Maya Erliza Anggraeni]]>;
<![CDATA[Syarpin Syarpin]]>;
<![CDATA[Anggi Ristiyana Puspita Sari]]>;
<![CDATA[Yamine Yasmine]]>
<![CDATA[ BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan Vol. 9 No. 2 (2021): Journal Balanga Edisi Juli-Desember 2021 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Teknologi dan Kejuruan, FKIP, Universitas Palangkaraya ]]>
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DOI: 10.37304/balanga.v9i2.3468
<![CDATA[The activity of Community Development & Empowerment is aiming to train high school teachers in using the Savsoft Quiz application as the assessment tool in daring learning for chemistry subject in High School level. This training was been implemented in SMA Negeri 2 Palangka Raya since September 2021 which were participated by 5 (five) teachers for chemistry subject. The training method we applied was discussion model and exercise. In this section, some teachers were trained to manage the students and classes, to design the assessment questions-multiple choice, to develop the question bank, to manage the quize/exercise/assignment/test, and reporting the those final results. Our project results display that from 5 (five) teachers for chemistry subject in SMA Negeri 2 Palangka Raya are capable to complete all tasks and assignments which were given then we provided the training certivicate to them as the proof of their training results.]]>
<![CDATA[Kesulitan Siswa Kelas XI MIPA SMA Negeri Provinsi Kalimantan Tengah Tahun Ajaran 2020/2021 Dalam Memahami Konsep Kesetimbangan Kimia ]]>
<![CDATA[Agustin Wulandari]]>;
<![CDATA[Suandi Sidauruk]]>;
<![CDATA[Maya Erliza Anggraeni]]>
<![CDATA[ Jurnal Ilmiah Kanderang Tingang Vol 13 No 1 (2022): Jurnal Ilmiah Kanderang Tingang ]]>
Publisher : <![CDATA[FKIP Universitas Palangka Raya ]]>
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DOI: 10.37304/jikt.v13i1.143
<![CDATA[Kesetimbangan Kimia adalah salah satu materi pokok bahasan dalam mata pelajaran kimia kelas XI MIPA pada semester ganjil. Penelitian ini bertujuan untuk mendeskripsikan kesulitan siswa kelas XI MIPA SMA Negeri Provinsi Kalimantan Tengah tahun ajaran 2020/2021 dalam memahami konsep kesetimbangan kimia. Penelitian ini termasuk dalam penelitian deskriptif dengan pendekatan kuantitatif. Subjek penelitian ini melibatkan 128 siswa dari empat sekolah, yang masing-masing berasal XI MIPA SMAN 1 Pandih Batu Kabupaten Pulang Pisau, XI MIPA SMAN 1 Mentaya Hilir Utara Kabupaten Kotawaringin Timur, XI MIPA SMAN 1 Katingan Tengah Kabupaten Katingan, dan XI MIPA SMAN 1 Sepang Kabupaten Gunung Mas. Teknik pengambilan data dilakukan dengan tes pemahaman konsep Kesetimbangan Kimia menggunakan instrumen tes uraian 5 butir soal dengan empat konsep yaitu harga Kp berdasarkan harga Kc dan Suhu (oC), derajat disosiasi, harga Kc, dan harga Kp. Hasil penelitian menunjukkan bahwa rerata kesulitan yang dialami siswa kelas XI MIPA SMAN di Provinsi Kalimantan Tengah dalam memahami konsep kesetimbangan kimia sebesar 42,18%. Dengan pola-pola jawaban: suhu yang diketahui tidak diubah/dikonversi ke dalam (K); harga Kp berdasarkan Kc produk dibagi dengan pereaksi; menentukan derajat disosiasi mengubah 40% menjadi pecahan adalah 4 dibagi 10 didapatkan hasil 0,5; derajat disosiasi yang diketahui tetap 40% seperti yang diketahui di dalam soal; rumus menentukan derajat disosiasi dengan menambahkan mol-mol zat yang diketahui; mol setimbang sama halnya dengan nilai konsentrasi tiap senyawa dimana mol mula-mula dikurang mol terurai; volume yang diketahui di kali dengan mol mula-mula lalu dibagi dengan mol setimbang yang diketahui pada soal; menghitung mol setimbang reaktan dengan menambah mol mula-mula dan mol terurai; menghitung ntotal = Ptotal + banyaknya senyawa, harga Kp ditentukan dari mol zat yang diketahui pada reaktan di kali volume dibagi α. Kata kunci: Kesulitan; Kesetimbangan Kimia; Kc; Kp; Derajat Disosiasi]]>
<![CDATA[Analisis Materi Ajar Kimia SMA/MA Kelas XII Pada Konsep Sifat Koligatif Larutan ]]>
<![CDATA[Sri Haryati Wulandari]]>;
<![CDATA[Abdul Hadjranul Fatah]]>;
<![CDATA[Maya Erliza Anggraeni]]>
<![CDATA[ Jurnal Ilmiah Kanderang Tingang Vol 10 No 2 (2019): Jurnal Ilmiah Kanderang Tingang ]]>
Publisher : <![CDATA[FKIP Universitas Palangka Raya ]]>
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DOI: 10.37304/jikt.v10i2.39
<![CDATA[Buku teks yang dianalisis yaitu 2 buku teks kimia SMA/MA Kelas XII. Instrumen yang digunakan yaitu tabel identifikasi relevansi antara teks asli dengan label konsep, tabel identifikasi proposisi mikro makro pada materi ajar, dan tabel identifikasi proposisi berpotensi kesalahan konsep. Data dianalisis secara deskriptif. Jumlah label konsep buku teks A yaitu 46 buah dan buku teks B yaitu 40 buah. Struktur makro wacana kedua buku teks, label konsep konsentrasi larutan dimensi elaborasi mencapai level 4, pengertian sifat koligatif larutan mencapai level 3, jenis-jenis sifat koligatif larutan mencapai level 6, dan penerapan sifat koligatif larutan mencapai level 4. Dimensi progresi kedua buku teks pada level 2 terdapat 4 konsep. Buku teks A, proposisi berpotensi kesalahan konsep mengandung konsep prasyarat yang salah. Buku teks B, proposisi berpotensi kesalahan konsep yaitu simbol kenaikan titik didih, titik didih titik beku, dan penurunan titik beku. Beberapa contoh soal kedua buku teks tidak tertulis satuan.]]>
<![CDATA[Analisis Materi Ajar Konsep Laju Reaksi Pada Buku Teks Kimia SMA/MA ]]>
<![CDATA[Sakti Sakti]]>;
<![CDATA[Abdul Hadjranul Fatah]]>;
<![CDATA[Maya Erliza Anggraeni]]>
<![CDATA[ Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang ]]>
Publisher : <![CDATA[FKIP Universitas Palangka Raya ]]>
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DOI: 10.37304/jikt.v11i1.77
<![CDATA[This study aims to: (1) describe the appropriateness of the concept of reaction rates in class XI high school chemistry teaching material against the 2013 curriculum, (2) describe the macro structure in class XI high school / MA chemistry teaching material on the concept of reaction rate, and (3) describe any propositions that are potentially misconceptions contained in class XI SMA / MA chemistry teaching material on the concept of reaction rate. This research is a type of descriptive research. The objects of this study are: (1) SMA / MA grade XI chemistry textbooks. The data obtained were analyzed descriptively. Macro discourse arrangement of reaction rate in text book A discussion of the concept of elaboration dimension reaches level 4 and the progression dimension there are 4 concepts at level 2. Macro structure discourse of reaction rate in text book B discussion of the concept of elaboration dimension reaches level 4 and the progression dimension there are 5 concepts at level 2. Propositions that have the potential for misconceptions in textbook A are the catalyst explanation and reaction rate constants. Propositions that have the potential for concept errors in textbook B are molarity formulas, writing the reaction coefficient, explanation of the influence of surface area, explanation of the reaction order 0, reaction order 1, reaction order 2, reaction order 2, reaction order -2, and reaction order ½.]]>
<![CDATA[Analisis Materi Ajar Kimia SMA/MA Kelas XI Pada Konsep Termokimia ]]>
<![CDATA[Gusmilasari Gusmilasari]]>;
<![CDATA[Abdul Hadjranul Fatah]]>;
<![CDATA[Maya Erliza Anggraeni]]>
<![CDATA[ Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang ]]>
Publisher : <![CDATA[FKIP Universitas Palangka Raya ]]>
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DOI: 10.37304/jikt.v11i1.80
<![CDATA[This study aims to describe the suitability of the thermochemical concept in the teaching material of SMA / MA Class XI chemistry with the 2013 curriculum and describe the macro structure of discourse and propositions that have the potential for concept errors. The instruments used are concept label identification tables and micro-macro propositions, discourse macro structure models, and identification table propositions that have the potential for concept errors. Data were analyzed descriptively. The results showed that the same concept labels found in textbook A and text book B totaled 22 that were in accordance with the 2013 curriculum. The concept labels that corresponded with the 2013 curriculum in textbook A and text book B each amounted to 15 concept labels and 13 labels concept. Macro structure of discourse in text book A, the discussion of concepts in the elaboration dimension reaches level 5 and the dimensions of progression at level 2, there are 6 concepts, while in text book B the discussion of concepts at the elaboration dimension reaches level 6 and the dimensions of progression at level 2 there are 4 concepts.]]>
<![CDATA[Analisis Materi Ajar Kimia SMA/MA Kelas X Pada Konsep Stoikiometri ]]>
<![CDATA[Siti Fatimah Indah Sari]]>;
<![CDATA[Abdul Hadjranul Fatah]]>;
<![CDATA[Maya Erliza Anggraeni]]>
<![CDATA[ Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang ]]>
Publisher : <![CDATA[FKIP Universitas Palangka Raya ]]>
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DOI: 10.37304/jikt.v11i1.82
<![CDATA[This study aims to analyze the teaching material in high school chemistry textbooks. The instruments used are micro-macro proposition identification tables, discourse macro structure models, and identification table propositions that have the potential for misconceptions (misconceptions). The data obtained were analyzed descriptively. The results showed that the concept labels analyzed totaling 46 concept labels, the concept labels in textbook A and text book B that corresponded to the 2013 curriculum syllabus were 34 and 37 respectively. The concept labels found only in book A totaled 9 and all of them according to the 2013 curriculum syllabus, and the concept labels that are only found in book B, number 12 and all are in accordance with the 2013 Curriculum Syllabus. the concept at level 2 as the scope of discussion, in the text book B the material presentation on the elaboration dimension reaches level 4, and the progression dimension at level 2 there are 8 concepts.]]>
<![CDATA[Pengembangan Media Pembelajaran Kimia Dasar Berbasis Web Pada Pokok Bahasan Termokimia ]]>
<![CDATA[Abdul Hadjranul Fatah]]>;
<![CDATA[Nopriawan Berkat Asi]]>;
<![CDATA[Maya Erliza Anggraeni]]>;
<![CDATA[Agtri Wulandari]]>;
<![CDATA[Abdul Latif]]>
<![CDATA[ Jurnal Ilmiah Kanderang Tingang Vol 12 No 1 (2021): Jurnal Ilmiah Kanderang Tingang ]]>
Publisher : <![CDATA[FKIP Universitas Palangka Raya ]]>
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DOI: 10.37304/jikt.v12i1.122
<![CDATA[Penelitian ini bertujuan untuk menghasilkan produk media pembelajaran kimia dasar berbasis web pada pokok bahasan termokimia. Penelitian ini telah dilakukan menggunakan model penelitian dan pengembangan yang meliputi tahap perencanaan (planning), desain (design), dan pengembangan (development). Data dalam penelitian ini dikumpulkan menggunakan teknik angket menggunakan kuesioner ahli media, ahli materi dan pengguna, kemudian dianalisis secara deskriptif. Hasil penelitian dan pengembangan ini menunjukkan bahwa penilaian ahli materi diperoleh rerata skor 5 (sangat baik) untuk semua aspek. Penilaian ahli media diperoleh rerata skor 5 (sangat baik) untuk semua aspek. Rerata skor hasil tes mahasiswa kelompok atas 3,9, kelompok sedang 3,6, kelompok bawah 3,2, sehingga diperoleh rerata skor 3,57 (A-) atau sangat baik. Penelitian dan pengembangan ini telah menghasilkan produk media pembelajaran kimia dasar pokok bahasan termokimia yang layak digunakan oleh mahasiswa kelompok atas, kelompok sedang dan kelompok bawah.]]>
<![CDATA[Meta-Analisis Pengembangan Multimedia Pembelajaran Lectora Inspire Berbasis Multipel Representasi Pada Pembelajaran Kimia ]]>
<![CDATA[Putra Jaya Telaumbanua]]>;
<![CDATA[Abdul Hadjranul Fatah]]>;
<![CDATA[Nopriawan Berkat Asi]]>;
<![CDATA[I Made Sadiana]]>;
<![CDATA[Anggi Ristiyana Puspita Sari]]>;
<![CDATA[Maya Erliza Anggraeni]]>
<![CDATA[ Jurnal Ilmiah Kanderang Tingang Vol 14 No 1 (2023): Jurnal Ilmiah Kanderang Tingang ]]>
Publisher : <![CDATA[FKIP Universitas Palangka Raya ]]>
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DOI: 10.37304/jikt.v14i1.183
<![CDATA[Media development is an effort to overcome students' difficulties in the learning process. The development of lectora inspire learning media tends to present macroscopic and symbolic aspects. Modification of the syntax of the development model found a lack of suitability of learning objectives for narrative representations in learning materials, and learning content for chemical representations which made media difficult to use. The purpose of this study is to analyze suitability; the syntax of the learning media development model on the theoretical development model syntax, learning objectives on teaching materials, and learning content on chemical representation criteria. This study applies a meta-analysis method with a qualitative approach. The results of the research show that the stage of defining the analysis of student characteristics has not been linked to the stage of constructing a criterion-referenced test (setting test standards). One learning objective was found in thesis A, and 3 learning objectives in thesis C which were categorized as partially appropriate, while the learning objectives in thesis B were all categorized as appropriate to the teaching material. Lectora inspire learning content still has a discrepancy with the chemical representation criteria. Lectora insipre learning media tend to contain the R1 (multiple), R2 (explicit), R3 (fully related and connected), R4 (narration according to representation) and R5 (quite connected ).]]>
<![CDATA[Kajian Pengaruh Sekolah Adiwiyata Dalam Meningkatkan Kualitas Pendidikan ]]>
<![CDATA[Aprianto]]>;
<![CDATA[Nopriawan Berkat Asi]]>;
<![CDATA[Jackson Pasini Mairing]]>;
<![CDATA[Maya Erliza Anggraeni]]>;
<![CDATA[Revianti Coendraad]]>;
<![CDATA[Eriawaty]]>;
<![CDATA[Lola Cassiophea]]>;
<![CDATA[Whendy Trissan]]>
<![CDATA[ Jurnal Ilmiah Kanderang Tingang Vol 14 No 1 (2023): Jurnal Ilmiah Kanderang Tingang ]]>
Publisher : <![CDATA[FKIP Universitas Palangka Raya ]]>
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DOI: 10.37304/jikt.v14i1.207
<![CDATA[This study aims to study the influence of the adiwiyata school movement on the quality of education. This type of research is experimental research with a quantitative approach. This study compares environmental literacy, attitudes towards the environment, reading literacy, and numeracy literacy between adiwiyata schools and schools with adiwiyata potential. Data in the form of numbers obtained from reading literacy tests, numeracy literacy tests, environmental literacy tests and environmental care attitude questionnaires. The population in this study were 9 junior high schools with details of 3 schools that had achieved adiwiyata in the last five years and 6 public junior high schools with adiwiyata potential in Jekan Raya sub-district. Samples were taken randomly, where one school represented an adiwiyata school and one school represented adiwiyata potential. The sampling technique uses cluster random sampling (clustered random sampling). The result is that SMPN 9 Palangka Raya represents an adiwiyata school and SMPN 11 represents adiwiyata potential. The instruments used to collect data in this study were in the form of a questionnaire (questionnaire), objective test items, and interview guidelines and observation guidelines as supporting instruments. Data were analyzed statistically using Minitab software. The results of the study showed (1) the environmental literacy of SMPN 11 students was higher than that of SMPN 9 with a 95% confidence level, which means that there was no influence of adiwiyata schools on environmental literacy. (2) Students' attitudes towards the environment at SMPN 11 are better than SMPN 11 with a 95% confidence level, which means that there is no influence from Adiwiyata schools on students' attitudes towards the environment. (3) The reading literacy of SMPN 9 students is the same as SMPN 11 with a 95% confidence level, which means that there is no influence of adiwiyata schools on reading literacy. (4) The numeracy literacy of SMPN 11 students is more than SMPN 9 with a 95% confidence level, which means that there is no influence of adiwiyata schools on environmental literacy in numeracy. (5) Student achievement in both schools in the last five years is relatively the same.]]>
