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All Journal EDUSAINS EduChemia: Jurnal Kimia dan Pendidikan Jurnal Tadris Kimiya Jurnal Penelitian Pendidikan IPA (JPPIPA) JKPK (Jurnal Kimia dan Pendidikan Kimia) Jurnal Penjaminan Mutu
Achmad Ridwan
Universitas Negeri Jakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Other

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Analisis Struktur Kognitif Siswa Dengan Metode Flowmap Dalam Materi Asam Basa Menggunakan Model Learning Cycle 8E Elsa Mahardika; Nurbaity Nurbaity; Achmad Ridwan; Yuli Rahmawati
EduChemia (Jurnal Kimia dan Pendidikan) Vol 3, No 1 (2018)
Publisher : Department of Chemical Education Faculty of Teacher Training and Education Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (653.914 KB) | DOI: 10.30870/educhemia.v3i1.1849

Abstract

Penelitian kualitatif ini bertujuan untuk menganalisis struktur kognitif siswa kelas XI dengan metode flow map dalam materi asam basa menggunakan model pembelajaran Learning Cycle 8E.  Subjek penelitian adalah 36 siswa kelas XI MIA 4 SMA N 54 Jakarta. Teknik pengumpulan data dilakukan melalui instrumen tes pemahaman, wawancara, flow map, observasi, reflektif jurnal dan lembar kerja siswa. Hasil penelitian menunjukan bahwa siswa membangun struktur kognitif berdasarkan pemahaman dan pengalaman siswa. Model pembelajaran Learning Cycle 8E memiliki dampak terhadap perkembangan struktur kognitif dan softskill siswa. Berdasarkan hasil penelitian, terlihat bahwa selama mengikuti model pembelajaran Learning Cycle 8E persentase siswa yang mengalami miskonsepsi menurun dan pesentase siswa yang paham meningkat Hal ini membuktikan bahwa model pembelajaran Learning Cycle 8E dapat mengatasi miskonsepsi siswa. Model pembelajaran model pembelajaran Learning Cycle 8E juga berdampak terhadap perkembangan softskill siswa. Berdasarkan hasil penelitian diperoleh bahwa siswa sudah menerapkan sikap menghormati dan menghargai temanya dalam menghadapi perbedaan pendapat.
PENGEMBANGAN LITERASI SAINS DAN IDENTITAS BUDAYA SISWA MELALUI PENDEKATAN ETNO-PEDAGOGI DALAM PEMBELAJARAN SAINS Yuli Rahmawati; Achmad Ridwan; Sylvia Faustine; Sitti Syarah; Ibrahim Ibrahim; Pramita Cucu Mawarni
EDUSAINS Vol 12, No 1 (2020): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v12i1.12428

Abstract

SCIENCE LITERACY AND STUDENT CULTURAL IDENTITY DEVELOPMENT THROUGH ETHNO-PEDAGOGY APPROACH IN SCIENCE LEARNING AbstractThis study aims to develop and apply ethno-pedagogy learning models in science learning to develop scientific literacy and students' cultural identity in the solar system topic. The study was conducted at SMPN 4 Bolo in the even semester of the 2018/2019 school year with 26 research subjects consisting of grade seven students. The study was conducted using qualitative analysis methods by collecting data through observation, reflective journals, student interviews, and scientific literacy tests. The ethno-pedagogy model is carried out through five stages of learning: self-identification, Content Integration, Collaboration, Dialogue, and Reflection. The results showed that the Etnopedagogy learning model impacted the development of students' scientific literacy and student's cultural identity. Based on the students' scientific literacy test as a whole showed that as many as 6.25% of students reached excellent levels and 31.25% of students reached good levels, 50% of students reached sufficient levels, 12.50% of students reached unfavorable levels, and there were none of the students who are at a not very good level. Science learning with the Ethno Pedagogy model provides opportunities for students to develop scientific literacy and learn to understand their cultural identity, foster a sense of love and pride for Indonesia, and responsibility to preserve its culture. AbstrakPenelitian ini bertujuan untuk mengembangkan dan menerapkan model pembelajaran etnopedagogi dalam pembelajaran IPA untuk mengembangkan literasi sains dan identitas budaya siswa pada materi sistem tata surya. Penelitian dilaksanakan di SMPN 4 Bolo pada semester genap tahun ajaran 2018/2019 dengan subyek penelitian terdiri dari 26 orang siswa kelas VII. Penelitian dilakukan dengan menggunakan metode analisis kualitatif dengan mengumpulkan data melalui observasi, reflektif jurnal, wawancara siswa, dan tes literasi sains. Model etnopedagogi dilakukan melalui lima tahapan pembelajaran, yaitu self-identification, Content Integration, Collaboration, Dialogue, dan Reflection.  Hasil penelitian menunjukkan bahwa model pembelajaran Etnopedagogi memiliki dampak dalam pengembangan literasi sains siswa dan identitas budaya siswa. Berdasarkan tes literasi sains siswa secara keseluruhan menunjukkan sebanyak dapat diketahui bahwa sebanyak 6,25% siswa mencapai level baik sekali dan 31,25% siswa mencapai level baik, 50% siswa mencapai level cukup, 12,50% siswa mencapai level kurang baik, dan tidak ada lagi siswa yang berada pada level kurang baik sekali. Pembelajaran sains dengan model Etnopdagogi memberikan kesempatan kepada siswa untuk mengembangkan literasi sains dan belajar untuk memahami identitas budayanya, menumbuhkan rasa cinta tanah air, bangga dan tanggung jawab untuk melestarikan budayanya. 
ANALYSIS OF STUDENTS MENTAL MODELS THROUGH POE (PREDICT OBSERVE EXPLAIN) METHOD IN SALT HYDROLISIS TOPIC Kiswandari Kiswandari; Achmad Ridwan
Jurnal Tadris Kimiya Vol 5, No 1 (2020)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v5i1.5681

Abstract

This study aimed to analyze students mental models in salt hydrolysis topic using POE method (Predict Observe Explain) to determine students understanding of salt hydrolysis topic. The research method used  descriptive qualitative approach. Data collection used diagnostic tests of mental models, observation, reflective journals and semi-structured interviews on samples of respondents of students class XI.  The result showed that 3.88% of respondents had a Specific Misconceptions (SM) mental model, 7.9% Partially Correct (PC) and 88.146% Scientifically Correct (SC). It can be concluded that the majority of respondents have scientifically correct mental models and show themes which appeared at each macroscopic, symbolic and microscopic.   
Pengembangan Soft Skills Siswa Melalui Penerapan Culturally Responsive Transformative Teaching (CRTT) dalam Pembelajaran Kimia Yuli Rahmawati; Achmad Ridwan; Sylvia Faustine; Pramita Cucu Mawarni
Jurnal Penelitian Pendidikan IPA Vol. 6 No. 1 (2020): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v6i1.317

Abstract

This study aimed is to develop students’ soft skills through the implementation of the Culturally Responsive Transformative Teaching (CRTT) in chemistry learning. Indonesia's ethnic and cultural diversity is a challenge for teachers to design the chemistry lessons which is relevant with students’ characteristics. The research methodology applied is qualitative and applied on chemistry learning in the topics of acid and base, electrolyte and non electrolyte solution in five stages: self identification, cultural understanding, collaboration, critical reflections, and transformative construction. This research was conducted in two schools in DKI Jakarta and West Java in 2018. The data was collected by interview, reflective journal, and observations. The results showed that the chemistry learning through CRTT model can develop students' soft skills such as collaboration skills, critical thinking skills, nationality, social and cultural awareness, leadership, environmental caring, and curiosity. The teachers’ interview and reflections showed that the challenges in applying this approach were creativity in integrating cultural concepts in chemistry learning, students' understanding, time constraints, and the paradigm of students and teachers. Integration of ethnochemistry in CRTT can be developed in other chemical concepts with the principle of students’ character development
PENGEMBANGAN KETERAMPILAN ABAD 21 DALAM PEMBELAJARAN ASAM BASA MELALUI PROYEK STEAM Achmad Ridwan; Chintia Fatimah; Tritiyatma Hadinugrahaningsih; Yuli Rahmawati; Alin Mardiah
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.4913

Abstract

This study is aimed to develop students' 21st century skills by integrating STEAM projects (Science, Technology, Engineering, Art, and Mathematics) in learning chemistry on acid and base solutions. Interdisciplinary learning was designed to allow students to be actively involved in learning through project development activities to see the relevance of learning content and its application in real life. This study involved 35 students of natural science 11th grade, consisting of 14 boys and 21 girls, in one of public senior high schools in DKI Jakarta Province. Researchers used qualitative methods to understand students' experiences and the implications of learning on their 21st century skills. The researcher collected data through semi-structured interviews, observation, journal reflective, and 21st century skills questionnaires. The results showed that each stage of STEAM learning integrated with project-based learning encouraged students to develop 21st century skills, namely learning and innovation skills, skills using information, media, technology, and life and career skills. Students reflected their abilities in using information and technology, the ability to work together, communication, and thinking at higher levels, as well as adaptability and leadership. In addition, Students were also faced with challenges in changing the paradigm of teachers and students and managing the learning process.
URGENSI SISTEM PENJAMINAN MUTU INTERNAL & EKSTERNAL DALAM MENINGKATKAN MUTU PERGURUAN TINGGI Yoga Budi Bhakti; Achmad Ridwan; Riyadi
Jurnal Penjaminan Mutu Vol 8 No 02 (2022)
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (269.608 KB) | DOI: 10.25078/jpm.v8i02.1394

Abstract

Higher education quality assurance is aimed at quality education. Universities must systematically carry out the quality assurance process through the Higher Education Quality Assurance System and refer to the National Higher Education Standards. There are two quality assurance systems in higher education, namely; internal quality assurance and external quality assurance. The internal quality assurance system is a systemic activity of quality assurance of higher education by each university autonomously to control and improve the implementation of higher education in a planned and sustainable manner. Meanwhile, the external quality assurance system is an assessment activity carried out by outside units to determine the feasibility of universities. This study aims to fully describe two main things in the quality assurance system in higher education institutions, namely; internal quality assurance and external quality assurance. In obtaining this research data, a qualitative approach to the type of library research is used, by collecting data from books, journals and articles. Data analysis is carried out using content analysis. The results of the study found that: First, internal quality assurance includes: policies and procedures for quality assurance; approval, monitoring and periodic review of programs and awards; student assessment, quality assurance of teaching staff/lecturers; learning resources and student support; information systems; public information. Second, external quality assurance, namely: the use of procedures; process development; criteria for decisions; process in accordance with the purpose; reporting; follow-up procedures; periodic review of the implementation; and system-wide analysis
Development of 21st Century Skills Through Steam PJBL in The Topic of Salt Hydrolysis and Buffer Solutions Hayyun Lisdiana; Yuli Rahmawati; Achmad Ridwan; Tritiyatma Hadinugrahaningsih
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 8, No 2 (2023): JKPK (Jurnal Kimia dan Pendidikan Kimia)
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkpk.v8i2.13148

Abstract

Globalization influences various aspects, including education, so learning is needed to improve skills and quality of life abilities. This research aims to develop 21st-century skills through project-based learning (PjBL) and STEAM (Science, Engineering, Technology, Art, and mathematics). Participants in this study were 40 students in eleventh grade in the science program. This study used qualitative methods, which focused on the integration and implications of PjBL with the STEAM model on salt hydrolysis and buffer solutions. The STEAM project is a mockup of electrical conductivity and water purification on salt hydrolysis and hydroponic plant cultivation for projects on buffer solution—data collection techniques through interviews, reflective journals, classroom observations, and teacher diaries. The results showed that students were interested and motivated in making STEAM projects. 21st Century skills consisting of life and career skills can be seen from the initiative and a sense of responsibility in doing projects, learning and innovating skills seen from student creativity and innovation, and technology skills seen through marketing project creative ideas through information media and technology. Other implications, such as curiosity, motivation, and confidence, arise in the learning process. Based on its integration and implications, the STEAM approach with PjBL can be used as an alternative to improve 21st-century skills in chemistry learning
Co-Authors Alin Mardiah Chintia Fatimah Elsa Mahardika Hayyun Lisdiana Ibrahim Ibrahim Kiswandari Kiswandari Nurbaity Nurbaity Pramita Cucu Mawarni Pramita Cucu Mawarni RIYADI Sitti Syarah Sylvia Faustine Sylvia Faustine Tritiyatma Hadinugrahaningsih Tritiyatma Hadinugrahaningsih Yoga Budi Bhakti Yuli Rahmawati