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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Pendidikan Sains Jurnal Inovasi Pendidikan IPA EduChemia: Jurnal Kimia dan Pendidikan Al Ibtida: Jurnal Pendidikan Guru MI Jurnal Tadris Kimiya Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan J-PEK (JURNAL PEMBELAJARAN KIMIA) Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Science Learning Indonesian Journal of Chemistry Jurnal Basicedu International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Hydrogen: Jurnal Kependidikan Kimia Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Prosiding Seminar Nasional Pengabdian kepada Masyarakat (SINAPMAS) Indonesian Journal on Learning and Advanced Education (IJOLAE) J-PEK (Jurnal Pembelajaran Kimia)
Sri Rahayu
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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The Effect of Scientific Terms Error on Scientific Communication of Prospective Teachers and Progressive Education Parmin Parmin; Stephani Diah Pamelasari; Sri Rahayu
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 3, No. 3, September 2021
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v3i3.14214

Abstract

The error of term usage in communication can be caused due to the misunderstanding of the words' mean-ing, or even the users might even realize their error but somehow keep using it deliberately. Thus, this study was conducted to find errors in using scientific terms in communication that influence the scientific communication of prospective science teachers. The research design used was mixed methods with sequen-tial explanatory strategies. The data were gathered through a closed questionnaire referring to the optional Likert Scale of 5 options and analyzed quantitatively. There were 256 participants or prospective science teachers as research subjects. The mean of the r count was 0.64, and the r table was 0.12. Therefore, it was judged as valid. The reliability test was obtained by Cronbach's Alpha of 0.951> 0.80. The results show that there were 13 errors of scientific terms performed by participants. Wilcoxon test obtained the Asymp value. Sig. of 0,000 <0.005 meaning that there were differences in the use of the term science in society and university. Representing and presenting were two aspects of scientific communication, with 40% obtain-ing moderate criteria. The research concludes that the scientific terms' error affects prospective teachers' sci-entific communication and progressive education since the errors have become a long habit. It must be over-come because the habit scientifically will also influence the trust of scientific truth.
Content Validity Analysis of a Virtual Reality Based Two-Tier Multiple Choice Assessment Instrument with Ethnochemistry to Early Detect Misconceptions in Reaction Rate Topics Arin Ika Ningtyas; Sri Yamtinah; Sulistyo Saputro; Ari Syahidul Shidiq; Sudarmin; Sri Rahayu
Jurnal Penelitian Pendidikan IPA Vol 11 No 5 (2025): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i5.11429

Abstract

This study aimed to develop a detection instrument for reaction rate misconceptions in prospective chemistry teachers. A Two-Tier Multiple Choice (TTMC) test with ethnochemistry content and a virtual reality (VR) storyboard were designed as assessment tools. The research followed the ADDIE model within a research and development framework. Content validity was evaluated by material and media experts through a Focus Group Discussion (FGD), with 10 TTMC questions assessed for content, language, and presentation using the Aiken formula on a 1-4 rating scale. The TTMC instrument demonstrated strong content validity, with Aiken values ranging from 0.81 to 1.00. The VR storyboard also showed content validity, with Aiken values between 0.76 and 1.00, which is above the minimum acceptable limit. These results indicate that the TTMC test and VR storyboard are valid tools for detecting misconceptions in reaction rate material, offering valuable insights for chemistry education, particularly in teacher training programs.
Enhancing Students’ Higher-Order Thinking Skills through the Implementation of a Scientific Approach to Hydrocarbons Subaeri Subaeri; Sri Rahayu; Siti Marfu’ah
J-PEK (Jurnal Pembelajaran Kimia) Vol. 10 No. 2 (2025): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Department of Chemistry, Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research focuses on improving students’ higher-order thinking skills (HOTS) in hydrocarbon chemistry by developing teaching materials grounded in a scientific approach. To assess the effectiveness of the learning described above, this research employs a mixed-methods approach, collecting observational data and administering questionnaires to high school students at SMAN 1 Paiton, Probolinggo Regency. In practice, this research produces teaching materials on hydrocarbons developed using a scientific approach and assessed by expert validators. The average suitability scores are 91.06% for teachers' books and 91.72% for student books, both rated as very feasible. Furthermore, the independent-samples t-test revealed a significant difference between the experimental and control classes (p = 0.012; <0.05). Qualitative findings also indicate that the use of these teaching materials is highly feasible and necessary to improve HOTS among students.
Co-Authors Agus Agus Amry, Urwatil Wutsqo Anggraini, Ade Ika Anike Sem Anisyah Dasa Astarina Ari Syahidul Shidiq Arif Hidayat Arin Ika Ningtyas Arum Setyaningsih Arum Setyaningsih Asnan Wahyudi Baiq Asma Nufida Baiq Asma Nufida Baiq Asma Nufida Bambang Kuswandi Citra Ayu Dewi Dedy Hariyadi Deni Ainur Rokhim Dharmawati Dharmawati Dita Setya Arini Endang Budiasih Eris Ratnawati Fauziatul Fajaroh Habiddin Halimah Mustika Nurhayati Hasanah, Uswatun Hayuni Retno Widarti I Wayan Dasna Ibrohim Ika Rahmawati Ima Rosyida Indah Yulaikah Intan Diah Purwandari Intan Mahanani Isma Yanti Vitarisma Sukirno Putri Juwita Karina Pratiwi Kafita Krisnatul Islamiyah Klaudia E.N Bambut Mardi Lestari Margaretha Bhrizda Permatasari Miftahul Aini Mohd Shafie Rosli Muhammad Ali Kurniawan Muntholib Munzil Naif Alsulami Naif Mastoor Alsulami Noor Fathi Maratusholihah Nursida Djaen Nurul Fitriah Aras Parlan . Parlan Parlan Parmin Parmin Parmin Parmin Parmin Parmin Putu Anindita Widhiya Putri Risti Peni Saeed Almuntasheri Saeed Almuntasheri Senna Prasemmi Sentot Kusairi Setiawan, Nur Candra Eka Siti Marfu’ah Sitti Nurul Qamariyah Sri Yamtinah Srini M Iskandar Stephani Diah Pamelasari, Stephani Diah Subaeri Subaeri Sudarmin Suhadi Ibnu Sulistyo Saputro Suryati Suryati Suryati Suryati Susriyati Mahanal Wako Uriu Yahmin Yahmin Yusran Khery Yusran Khery Yusran Khery