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All Journal At-Taqaddum Jurnal Penelitian Pendidikan IPA (JPPIPA) Social, Humanities, and Educational Studies (SHEs): Conference Series
Resi Pratiwi
UIN Walisongo Semarang
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Public Health Social Sciences

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Tracer Study Terhadap Respon Stakeholder untuk Evaluasi dan Pengembangan Kurikulum Program Studi Resi Pratiwi; Atik Rahmawati
At-Taqaddum Vol 12, No 1 (2020)
Publisher : Quality Assurance Institute (LPM) State Islamic University Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/at.v12i1.5281

Abstract

This study aimed to determine the graduate user assessment (stakeholder response). The method used is through a preliminary survey phase of the alumni database, creating a google form tracer study of stakeholder responses, tracking stakeholder responses, distributing tracer study questionnaires and random stakeholder interviews. The research sample is the 2012-2014 class of chemistry graduate users who have been recorded in a tracer study of aspects of alumni tracking. The results of the study show that the assessment of graduates according to stakeholders is integrity (moral and ethics) very good category (63%), professionalism is good (51%), information technology is good (61%), teamwork is good (aspects) 63%), good personal development aspects (63%), good leadership aspects (80%), good foreign language skills (68%), good communication skills (73%), innovation ability and creativity good category (59%), and motivation in working good category (51%).
The Effectiveness of Cognitive Conflict-Based Chemistry Learning in Reducing Students' Misconceptions of Acid-Base Materials Lis Setiyo Ningrum; Apriliana Drastisianti; Hanifah Setiowati; Resi Pratiwi
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 4 (2022): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i4.2092

Abstract

A misconception is a problem that is often encountered in the world of education caused by several things, including students' initial prejudices, incompetent teachers, unclear textbooks, different contexts of the student experience, and teaching methods that only contain lectures. This study is intended to answer the problem regarding the effectiveness of cognitive conflict-based chemistry learning in reducing students' misconceptions about acid-base material. This research is quasi-experimental research with One group Pre-test and Post-test Design. The population in this study was all class XI IPA. The sample in this study was class XI IPA I. The instrument used in this study was a student's concept understanding test. The data collection method used is a multiple-choice reasoned test method. Changes in misconceptions were analyzed descriptively and statistically. A descriptive analysis was conducted to see changes in students' concepts. Statistical analysis using the T-test. Based on the research, it was found that the indicators of questions that experienced misconceptions were: Arrhenius acid-base theory (32.05%), Arrhenius acid-base classification (56.40%), Bronsted Lowry theory (43.59%), writing down the acid-base reaction equation according to Bronsted Lowry and Lewis acid-base theory (59.00%), distinguish between Arrhenius, Bronsted Lowry and Lewis acid-base theories (49.00%), the nature of acidic and basic solutions (47.00), degree of acidity/pH (79.00%), determination of strong acid (79.00%), determination of strong base (46.00%), degree of ionization in acid and base determination (46.00%) and application of the concept of pH in pollution (66.00%). Understanding of students' initial conceptions, namely students who are classified as knowing the concept of 23.18%, misconceptions of 53.95%, and not knowing the concept of 22.87%, while the understanding of the final conception of students is students who are classified as knowing concepts of 76, 20%, a misconception of 15.49% and not knowing the concept of 8.31%. Based on these data, it can be concluded that the cognitive conflict learning method is effective in reducing students' misconceptions
The Influence of Guided Note Taking Learning Model Integrated Unity of Science on Students' Scientific Literacy in Acid and Base Material Irvan Khoiril Anas; Nur Alawiyah; Resi Pratiwi
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 6, No 4 (2023): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v6i4.81310

Abstract

Salah satu tantangan di bidang pendidikan Indonesia adalah meningkatkan literasi sains siswa. Berdasarkan data PISA tahun 2018, Indonesia mengalami penurunan peringkat. Tawaran solusi yang bisa digunakan untuk meningkatkan literasi sains adalah penggunaan model pembelajaran Guided Note Taking (GNT) yang terintegrasi Unity of Science (UoS). Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran GNT terintegrasi UoS terhadap literasi sains siswa pada materi asam dan basa. Metode penelitian ini adalah kuantitatif eksperimen dengan jenis quasi experiment. Sampel yang digunakan adalah kelas XI MIPA 1 dan 2 SMA N 2 Semarang. Hasil data yang diperoleh dinyatakan data yang normal dan homogen yang kemudian digunakan Uji t menunjukkan 0,811 pada pre test dan post test 0,02. Hasil uji N-gain menunjukkan skor kelas eksperimen 0,472 dan kelas kontrol 0,194. Berdasarkan analisis data tersebut diambil kesimpulan bahwa kedua kelas setelah diberikan perlakuan memang mengalami peningkatan, tetapi peningkatan pada kelas eksperimen lebih tinggi daripada kelas kontrol.
Co-Authors Apriliana Drastisianti Atik Rahmawati Hanifah Setiowati Irvan Khoiril Anas Lis Setiyo Ningrum Nur Alawiyah