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All Journal PENA SAINS Jurnal Zarah Momentum: Physics Education Journal JPM (Jurnal Pemberdayaan Masyarakat) JURNAL SERAMBI ILMU Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan COMPTON: Jurnal Ilmiah Pendidikan Fisika Gravitasi: Jurnal Pendidikan Fisika dan Sains Discovery : Jurnal Ilmu Pengetahuan Ed-Humanistics : Jurnal Ilmu Pendidikan Journal of Educational Chemistry (JEC) ABIDUMASY : Jurnal Pengabdian kepada Masyarakat Hydrogen: Jurnal Kependidikan Kimia Jurnal Simki Pedagogia Empiricism Journal Real Coster Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Lensa: Jurnal Kependidikan Fisika Nukleo Sains: Jurnal Pendidikan IPA JIPI (Jurnal IPA dan Pembelajaran IPA) Indonesian Journal of Biology Education Indonesian Journal of Mathematics and Natural Science Education Jurnal Serambi Ilmu Jurnal Pendidikan dan Sosial Humaniora
Oktaffi Arinna Manasikana
Universitas Hasyim Asy'ari Tebuireng Jombang, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Development of Four-Tier Instrument at First Intermediate Level Chemistry Concepts Wijayadi, Andri Wahyu; Fitriyah, Lina Arifah; Manasikana, Oktaffi Arinna
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 12 No. 2 (2023): December
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v12i2.11399

Abstract

Chemical concepts are tiered from simple to complex. If misconceptions occur in simple concepts, they can cause misconceptions in complex concepts. The four-tier instrument is a tool for detecting misconceptions. This research aims to develop and describe the validity and reliability of a four-tier instrument on junior secondary-level chemistry concepts. This development research consists of 6 procedures: (1) concept mapping, (2) testing, (3) defining unscientific concepts, (4) developing four-tier instrument prototypes, (5) validating four-tier instrument prototypes, and (6) finalization of four-tier instruments. The developed four-tier instrument consists of 27 questions that measure chemistry concepts at the junior intermediate level. The instrument received an expert validation score of 92.81% with very valid criteria. The test results on 30 samples showed a reliability value based on a Cronbach alpha score of 0.713 with good criteria. The four-tier instrument on lower secondary level chemistry concepts meets the validity and reliability requirements so that it can be used to diagnose misconceptions on lower secondary level chemistry concepts.
Keterampilan Membuka dan Menutup Pelajaran Mahasiswa Calon Guru IPA dalam Pelaksanaan Praktik Mengajar Fitriyah, Lina Arifah; Hayati, Nur; Af’idah, Noer; Manasikana, Oktaffi Arinna
Jurnal Simki Pedagogia Vol 7 No 1 (2024): Volume 7 Nomor 1 Tahun 2024
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v7i1.539

Abstract

This research aims to describe the skills of opening and closing lessons when prospective science teacher students practice teaching. This experiment is included in single subject research which is analyzed descriptively-quantitatively for students who will become science teachers and take microteaching courses. A teaching skills assessment rubric was used to obtain data for this research. The results of the study show that 1) the skill of opening lessons for prospective science teacher students is in the good category for each activity, namely the lesson begins with greetings then prepares students to learn, conducts apperception and explores students' initial knowledge, and communicates learning objectives. 2) skills in closing science teacher candidate students' lessons in a good category in reflecting and concluding learning material, giving follow-up directions regarding assignments or learning material for the next meeting, and ending the lesson by giving greetings and the like.
Co-Authors Abu Bakar Af'idah, Noer Af’idah, Noer Ahzan, Sukainil An-Nabilah, Syafiqoh Andri Wahyu Wijayadi Andri Wahyu Wijayadi Andri Wahyu Wijayadi Andri Wahyu Wijayadi Andri Wahyu Wijayadi Baiq Asma Nufida Damayanti, Rina Damayanti Desi Wulandari, Desi Deswita Aji Astutik Diana Nur Nadiya Fitriya Dyah Ayu Fajarianingtyas Efendi, Ismail Elly Indahwati Faizah M Nur Falah, Fajrul Fina Mafaza Fitri Nikmaturrofidah Fitri Nikmaturrofidah Gunawan Gunawan Isnanik Juni Fitriyah Ita Rahmania Kusumawati Junaidi Junaidi Laksono Trisnantoro Lina Arifah Fitriyah Lina Arifah Fitriyah Lina Arifah Fitriyah Lina Arifah Fitriyah M. Bambang Edi Siswanto Mahsunah, Himmatul Mahsunah, Himmatul Izzah Menicol, Daren Mulia Rasyidi Muzzazinah Muzzazinah Nindha Ayu Berlianti Nindha Ayu Berlianti Noer Af'idah Noer Af’idah Noer Af’idah Noer Af’idah Nur Hayati Nur Hayati Nur Hayati Nur Hayati Nur Hayati Nur Hayati Nur Kuswanti Nur Kuswanti Nur Kuswanti Nurlena Andalia Roudhoutul Aulia Rochim Septi Aprilia, Septi Siti Uswatun Uswatun Sony Yunior Erlangga Tita Tanjung Tutiliana, Tutiliana Uswatun, Siti Uswatun Wijayadi, Andri Wahyu Yuliani Safmila Yusran Khery, Yusran