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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Kimia Undiksha Wahana Matematika dan Sains Jurnal Pendidikan IPA Indonesia
I. K. Sudiana
Universitas Pendidikan Ganesha
Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Education Public Health Social Sciences

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ANALISIS KESULITAN BELAJAR KIMIA PADA MATERI LARUTAN PENYANGGA DI SMA NEGERI 2 BANJAR NLI, Sanjiwani; IW, Muderawan; IK, Sudiana
Jurnal Pendidikan Kimia Undiksha Vol 2, No 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i2.21170

Abstract

AbstrakPenelitian ini bertujuan untuk mendeskripsikan dan menjelaskan (1) kesulitan belajar kimia siswa, (2) sebaran kesulitan belajar kimia siswa, dan (3) faktor penyebab kesulitan belajar siswa dalam mempelajari materi larutan penyangga. Subjek penelitian ini adalah 154 orang siswa dari seluruh kelas XI MIA dan 1 orang guru kimia. Metode penelitian yang digunakan adalah gabungan metode kuantitatif dan kualitatif. Pengambilan data dilakukan dengan cara observasi, tes, kuesioner, dan wawancara. Hasil penelitian menunjukkan bahwa (1) Tingkat kesulitan belajar siswa berkisar antara sedikit sulit sampai sangat sulit. (2) Sebaran tingkat kesulitan belajar siswa pada masing-masing indikator adalah cukup sulit (44,97%), sulit (74,57%), sedikit sulit (31,66%), cukup sulit (43,51%), sangat sulit (81,82%), dan sedikit sulit (36,36%). (3) Faktor internal penyebab kesulitan belajar meliputi pemahaman konsep prasyarat dan konsep-konsep pada materi larutan penyangga rendah, kemampuan matematika rendah, minat, dan motivasi belajar kimia rendah. Faktor eksternal penyebab kesulitan belajar meliputi metode mengajar yang diterapkan guru, pengaruh negatif teman sebaya, keadaan dan waktu pembelajaran yang kurang kondusif.Kata kunci : kesulitan belajar, larutan penyangga, faktor penyebabAbstractThis research aims to describe and explain (1) students’ learning difficulties in chemistry, (2) the distribution of students’ learning difficulties, and (3) the causative factors of students’ learning difficulties to understand the topic of buffer solution. The subjects for this research are 154 students from all class XI MIA and 1 chemistry teacher. The research method used a quantitative and qualitative method. The data were collected by using observation, test, questionnaire, and interview. The result of this research showed that (1) The students’ learning difficulties on buffer solution topic was ranged between less difficult until very difficult. (2) The distribution and level of student learning difficulties in each indicators, are difficult enough (44,97%), difficult (74,57%), less difficult (31,66%), difficult enough (43,51%), very difficult (81,82%), and difficult enough (36,36%), respectively (3) Internal factor that caused learning difficulties is less understanding toward supporting concepts and buffer solution concept, the lack of student’s ability in mathematics, less learning interest and motivation toward chemistry. The external factor that caused learning difficulties is teacher’s teaching method, negative effect from friend at the same age, and less conducive learning conditions and times.Keywords: learning disabilities, buffer solution, cause factors
KENDALA GURU DALAM PENYELENGGARAAN PENILAIAN SIKAP Sudiana, I. K.; Sastrawidana, I. D. K.; Antari, N. P. S.
Jurnal Pendidikan Kimia Undiksha Vol 2, No 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i2.21169

Abstract

AbstrakPenelitian ini bertujuan untuk mengetahui penilaian sikap sebagai dampak pengiring pembelajaran kimia. Penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan fenomenologi. Subjek dalam penelitian ini adalah guru kimia. Aktivitas dalam penelitian ini yaitu penilaian sikap yang dilaksanakan oleh guru meliputi aspek perencanaan, pelaksanaan, penilaian, dan pengawasan. Metode pengumpulan data yang digunakan dalam penelitian ini adalah observasi, wawancara, dan studi dokumen. Data penelitian ini dianalisis menggunakan teknik kualitatif deskriptif. Teknik pemeriksaan keabsahan data dalam penelitian ini adalah menggunakan dua teknik triangulasi yaitu triangulasi sumber dan metode. Hasil penelitian ini menunjukkan bahwa, (1) guru kimia menyusun perencanaan penilaian sikap dengan mencantumkan semua sikap spiritual dan sikap sosial, serta merencanakan penilaian observasi, penilaian diri, dan penilaian antarteman. Namun mengalami hambatan dalam pelaksanaan sehingga tidak semua perencanaan penilaian sikap dapat dilakukan, (2) pada pelaksanaan guru melaksanakan pembelajaran tidak langsung yang berdampak pada pembentukan karakter siswa yang dilakukan dengan keteladanan, nilai karakter yang dimunculkan yaitu religius, toleran, disiplin, jujur, kerjasama, tanggung jawab, percaya diri, dan santun sedangkan guru menilai sikap hanya empat aspek nilai karakter yaitu tanggung jawab, rasa ingin tahu, disiplin, dan jujur, (3) penilaian sikap yang dilaksanakan oleh guru hanya menggunakan penilaian observasi dengan jurnal sedangkan penilaian antarteman dan penilaian diri tidak dilakukan karena hasil penilaian antarteman dan penilaian diri tidak sesuai dengan penilaian observasi yang dilaksanakan oleh guru saat pembelajaran, (4) proses pengawasan yang dilakukan didapatkan bahwa guru kimia mengalami kesulitan melakukan penilaian sikap karena instrumen yang berubah- ubah, jumlah siswa yang banyak, dan karakter siswa yang berbeda-beda.Kata kunci: penilaian sikap, dampak pengiring, karakterAbstractThis study aims to determine the assessment of attitude as an impact of chemistry learning accompaniment. This research uses qualitative research with a phenomenological approach. The subjects in this study were chemistry teachers. Activities in this research are attitude assessment carried out by teachers including aspects of planning, implementation, evaluation, and supervision. Data collection methods used in this study were observation, interviews, and document studies. The data of this study were analyzed using descriptive qualitative techniques. The data validity checking technique in this research is to use two triangulation techniques, namely source and method triangulation. The results of this study indicate that, (1) the chemistry teacher prepares an attitude assessment plan by listing all spiritual attitudes and social attitudes, as well as planning observations, self-assessments, and interpersonal assessments. But experience obstacles in implementation so that not all attitude assessment planning can be done, (2) the implementation of the teacher implements indirect learning that impacts on the formation of student character which is done by example, the character values that appear are religious, tolerant, disciplined, honest, cooperation, responsibility, confidence, and courtesy while the teacher assesses the attitude of only four aspects of character values, namely responsibility, curiosity, discipline, and honesty, (3) the attitude assessment carried out by the teacher only uses observation observation with journals while interpersonal assessment and assessment self is not done because the results of peer assessment and self-assessment are not in accordance with the assessment of observations carried out by the teacher during learning, (4) the monitoring process carried out found that chemistry teachers had difficulty doing attitudes because of changing instruments, the large number of students, and character s different iswa.Keywords: attitude assessment, accompaniment impact, character
PELAKSANAAN PEMBELAJARAN REMEDIAL MATA PELAJARAN KIMIA Apriliani, P. N.; Sudiana, I. K.; Wiratini, N. M.
Jurnal Pendidikan Kimia Undiksha Vol 3, No 2 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v3i2.21140

Abstract

AbstrakPenelitian ini bertujuan untuk mendeskripsikan dan menjelaskan pelaksanaan pembelajaran remedial mata pelajaran kimia di SMA Negeri 2 Singaraja. Penelitian ini adalah jenis penelitian fenomenologi dengan pendekatan kualitatif. Subjek dalam penelitian ini adalah guru kimia, wakil kepala sekolah bidang kurikulum dan siswa kelas X dan XI MIPA. Metode pengumpulan data pada penelitian ini adalah observasi, wawancara dan studi dokumen. Aktivitas yang diteliti terkait pelaksanaan pembelajaran remedial kimia. Teknik keabsahan data dalam penelitian ini menggunakan triangulasi sumber dan metode. Data dianalisis menggunakan teknik kualitatif deskriptif. Hasil penelitian ini menunjukkan bahwa (1) guru kimia menyusun perencanaan pembelajaran remedial dengan menentukan waktu, metode, dan tujuan pembelajaran remedial kimia, (2) pelaksanaan pembelajaran remedial kimia dilaksanakan pada penilaian harian (PH) dan penilaian akhir tahun (PAT) sedangkan pada penilaian tengah semester (PTS) tidak dilaksanakan, dan (3) penilaian pembelajaran remedial yang diberikan kepada siswa setelah mengikuti remedial pada PH dan PAT tidak melebihi nilai KKM yang telah ditetapkan.      AbstractThis study aimed to describe and explain the implementation of chemistry subject of remedial learning in SMA Negeri 2 Singaraja. This research was a type of phenomenological research in which it belong to a qualitative approach. The subjects in this study were chemistry teachers, vice principals in the curriculum field and students of class X and XI MIPA. The data collection methods which used in this study were observation, interviews and document studies. The technique of checking the validity of the data in this study used source and method of triangulation. The data of this research were analyzed using descriptive qualitative techniques. The results of this study indicated that, (1) the chemistry teacher prepared the remedial learning plan by determining the time, method and purpose of the remedial learning chemistry, (2) the implementation of chemical remedial learning carried out on daily assessment (PH) and final assessment (PAT) while in the middle test (PTS) is not implemented, and (3) the assessment of remedial learning obtained by students after participating in remedial which did not exceed the passing grade criteria (KKM) score that has been set. 
Basic Chemistry Practicum Handbook with Occupational Health and Safety (K3) to Prevent Work Accidents in Laboratory: Validity and Feasibility Sudiana, I Ketut; Suja, I Wayan
Jurnal Pendidikan dan Pengajaran Vol 54, No 1 (2021): April 2021
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (283.823 KB) | DOI: 10.23887/jpp.v54i1.31934

Abstract

First year students of the Chemistry Education Study Program have some problems in practicum because the students' basic laboratory skills are low. The current practicum guide is not sufficient to provide information on basic skills for working in the laboratory. This condition causes students to have problems practicum and there is a potential risk of accidents. This study aims to produce a handbook for Basic Chemistry I with Occupational Health and Safety (K3) which is feasible to be implemented in Basic Chemistry Practicum I. This research was a Research and Development (R&D) with a 4-D development model, consist of 4 main stages, Define, Design, Develop and Disseminate. The research was limited to the development stage, which ended in the legibility test. Based on expert assessment the results showed that the handbook for Basic Chemistry Practicum I with K3 was very valid in terms of content (3.75), language (3.70), and media (3.6) from a maximum score of 4. The results of the readability test from 9 students showed that all students gave clear assessments. They understood the contents and guidelines for practicum on Basic Chemistry 1 with K3 very well. The conclusion of this study is Basic Chemistry Practicum I Handbook with K3 content is valid to be implemented from the aspects of content, presentation, language, media, and readability.
Murder Learning Model Assisted by Metacognitive Scaffolding to Improve Students’ Scientific Literacy and Numeracy Skills through Science Studies in Elementary Schools Tegeh, I. M.; Astawan, I. G.; Sudiana, I. K.; Kristiantari, M. G. R.
Jurnal Pendidikan IPA Indonesia Vol 10, No 4 (2021): December 2021
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v10i4.32926

Abstract

Teachers have not systematically handled science learning. Due to teachers’ lack of creativity in creating science learning that provides learning experiences, students cannot develop literacy and numeracy. Preliminary research studies found low learning outcomes in science studies with significant literacy and numeracy skills weaknesses. This study aims to analyze the effect of the Murder learning model assisted by Metacognitive Scaffolding on students' scientific literacy and numeracy skills through science studies in elementary schools. With a non-equivalent posttest-only control group design, this research is a quasi-experimental study. The population in this study was 173 people, while 60 people divided into two classes were chosen by random sampling. Data on scientific literacy and numeracy skills were collected using a test instrument which consisted of 35 questions. The instrument was gone through a validation process to measure its validity and reliability. A MANOVA test with the IBM SPSS Statistics 21.0 program was utilized to analyze the data. The hypothesis test obtained a significance value of 0.000 (Sig 0.05). The average score of scientific literacy skills was 77.67, and 75.37 for numeracy skills. Based on this, it can be concluded that there is a significant effect of the Murder learning model assisted by Metacognitive Scaffolding on students' scientific literacy and numeracy skills through science studies in elementary schools. 
Basic Chemistry Practicum Handbook with Occupational Health and Safety (K3) to Prevent Work Accidents in Laboratory: Validity and Feasibility I Ketut Sudiana; I Wayan Suja
Jurnal Pendidikan dan Pengajaran Vol 54 No 1 (2021): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (283.823 KB) | DOI: 10.23887/jpp.v54i1.31934

Abstract

First year students of the Chemistry Education Study Program have some problems in practicum because the students' basic laboratory skills are low. The current practicum guide is not sufficient to provide information on basic skills for working in the laboratory. This condition causes students to have problems practicum and there is a potential risk of accidents. This study aims to produce a handbook for Basic Chemistry I with Occupational Health and Safety (K3) which is feasible to be implemented in Basic Chemistry Practicum I. This research was a Research and Development (R&D) with a 4-D development model, consist of 4 main stages, Define, Design, Develop and Disseminate. The research was limited to the development stage, which ended in the legibility test. Based on expert assessment the results showed that the handbook for Basic Chemistry Practicum I with K3 was very valid in terms of content (3.75), language (3.70), and media (3.6) from a maximum score of 4. The results of the readability test from 9 students showed that all students gave clear assessments. They understood the contents and guidelines for practicum on Basic Chemistry 1 with K3 very well. The conclusion of this study is Basic Chemistry Practicum I Handbook with K3 content is valid to be implemented from the aspects of content, presentation, language, media, and readability.
PELAKSANAAN PEMBELAJARAN REMEDIAL MATA PELAJARAN KIMIA P. N. Apriliani; I. K. Sudiana; N. M. Wiratini
Jurnal Pendidikan Kimia Undiksha Vol. 3 No. 2 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v3i2.21140

Abstract

AbstrakPenelitian ini bertujuan untuk mendeskripsikan dan menjelaskan pelaksanaan pembelajaran remedial mata pelajaran kimia di SMA Negeri 2 Singaraja. Penelitian ini adalah jenis penelitian fenomenologi dengan pendekatan kualitatif. Subjek dalam penelitian ini adalah guru kimia, wakil kepala sekolah bidang kurikulum dan siswa kelas X dan XI MIPA. Metode pengumpulan data pada penelitian ini adalah observasi, wawancara dan studi dokumen. Aktivitas yang diteliti terkait pelaksanaan pembelajaran remedial kimia. Teknik keabsahan data dalam penelitian ini menggunakan triangulasi sumber dan metode. Data dianalisis menggunakan teknik kualitatif deskriptif. Hasil penelitian ini menunjukkan bahwa (1) guru kimia menyusun perencanaan pembelajaran remedial dengan menentukan waktu, metode, dan tujuan pembelajaran remedial kimia, (2) pelaksanaan pembelajaran remedial kimia dilaksanakan pada penilaian harian (PH) dan penilaian akhir tahun (PAT) sedangkan pada penilaian tengah semester (PTS) tidak dilaksanakan, dan (3) penilaian pembelajaran remedial yang diberikan kepada siswa setelah mengikuti remedial pada PH dan PAT tidak melebihi nilai KKM yang telah ditetapkan.      AbstractThis study aimed to describe and explain the implementation of chemistry subject of remedial learning in SMA Negeri 2 Singaraja. This research was a type of phenomenological research in which it belong to a qualitative approach. The subjects in this study were chemistry teachers, vice principals in the curriculum field and students of class X and XI MIPA. The data collection methods which used in this study were observation, interviews and document studies. The technique of checking the validity of the data in this study used source and method of triangulation. The data of this research were analyzed using descriptive qualitative techniques. The results of this study indicated that, (1) the chemistry teacher prepared the remedial learning plan by determining the time, method and purpose of the remedial learning chemistry, (2) the implementation of chemical remedial learning carried out on daily assessment (PH) and final assessment (PAT) while in the middle test (PTS) is not implemented, and (3) the assessment of remedial learning obtained by students after participating in remedial which did not exceed the passing grade criteria (KKM) score that has been set. 
KENDALA GURU DALAM PENYELENGGARAAN PENILAIAN SIKAP I. K. Sudiana; I. D. K. Sastrawidana; N. P. S. Antari
Jurnal Pendidikan Kimia Undiksha Vol. 2 No. 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i2.21169

Abstract

AbstrakPenelitian ini bertujuan untuk mengetahui penilaian sikap sebagai dampak pengiring pembelajaran kimia. Penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan fenomenologi. Subjek dalam penelitian ini adalah guru kimia. Aktivitas dalam penelitian ini yaitu penilaian sikap yang dilaksanakan oleh guru meliputi aspek perencanaan, pelaksanaan, penilaian, dan pengawasan. Metode pengumpulan data yang digunakan dalam penelitian ini adalah observasi, wawancara, dan studi dokumen. Data penelitian ini dianalisis menggunakan teknik kualitatif deskriptif. Teknik pemeriksaan keabsahan data dalam penelitian ini adalah menggunakan dua teknik triangulasi yaitu triangulasi sumber dan metode. Hasil penelitian ini menunjukkan bahwa, (1) guru kimia menyusun perencanaan penilaian sikap dengan mencantumkan semua sikap spiritual dan sikap sosial, serta merencanakan penilaian observasi, penilaian diri, dan penilaian antarteman. Namun mengalami hambatan dalam pelaksanaan sehingga tidak semua perencanaan penilaian sikap dapat dilakukan, (2) pada pelaksanaan guru melaksanakan pembelajaran tidak langsung yang berdampak pada pembentukan karakter siswa yang dilakukan dengan keteladanan, nilai karakter yang dimunculkan yaitu religius, toleran, disiplin, jujur, kerjasama, tanggung jawab, percaya diri, dan santun sedangkan guru menilai sikap hanya empat aspek nilai karakter yaitu tanggung jawab, rasa ingin tahu, disiplin, dan jujur, (3) penilaian sikap yang dilaksanakan oleh guru hanya menggunakan penilaian observasi dengan jurnal sedangkan penilaian antarteman dan penilaian diri tidak dilakukan karena hasil penilaian antarteman dan penilaian diri tidak sesuai dengan penilaian observasi yang dilaksanakan oleh guru saat pembelajaran, (4) proses pengawasan yang dilakukan didapatkan bahwa guru kimia mengalami kesulitan melakukan penilaian sikap karena instrumen yang berubah- ubah, jumlah siswa yang banyak, dan karakter siswa yang berbeda-beda.Kata kunci: penilaian sikap, dampak pengiring, karakterAbstractThis study aims to determine the assessment of attitude as an impact of chemistry learning accompaniment. This research uses qualitative research with a phenomenological approach. The subjects in this study were chemistry teachers. Activities in this research are attitude assessment carried out by teachers including aspects of planning, implementation, evaluation, and supervision. Data collection methods used in this study were observation, interviews, and document studies. The data of this study were analyzed using descriptive qualitative techniques. The data validity checking technique in this research is to use two triangulation techniques, namely source and method triangulation. The results of this study indicate that, (1) the chemistry teacher prepares an attitude assessment plan by listing all spiritual attitudes and social attitudes, as well as planning observations, self-assessments, and interpersonal assessments. But experience obstacles in implementation so that not all attitude assessment planning can be done, (2) the implementation of the teacher implements indirect learning that impacts on the formation of student character which is done by example, the character values that appear are religious, tolerant, disciplined, honest, cooperation, responsibility, confidence, and courtesy while the teacher assesses the attitude of only four aspects of character values, namely responsibility, curiosity, discipline, and honesty, (3) the attitude assessment carried out by the teacher only uses observation observation with journals while interpersonal assessment and assessment self is not done because the results of peer assessment and self-assessment are not in accordance with the assessment of observations carried out by the teacher during learning, (4) the monitoring process carried out found that chemistry teachers had difficulty doing attitudes because of changing instruments, the large number of students, and character s different iswa.Keywords: attitude assessment, accompaniment impact, character
ANALISIS KESULITAN BELAJAR KIMIA PADA MATERI LARUTAN PENYANGGA DI SMA NEGERI 2 BANJAR Sanjiwani NLI; Muderawan IW; Sudiana IK
Jurnal Pendidikan Kimia Undiksha Vol. 2 No. 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i2.21170

Abstract

AbstrakPenelitian ini bertujuan untuk mendeskripsikan dan menjelaskan (1) kesulitan belajar kimia siswa, (2) sebaran kesulitan belajar kimia siswa, dan (3) faktor penyebab kesulitan belajar siswa dalam mempelajari materi larutan penyangga. Subjek penelitian ini adalah 154 orang siswa dari seluruh kelas XI MIA dan 1 orang guru kimia. Metode penelitian yang digunakan adalah gabungan metode kuantitatif dan kualitatif. Pengambilan data dilakukan dengan cara observasi, tes, kuesioner, dan wawancara. Hasil penelitian menunjukkan bahwa (1) Tingkat kesulitan belajar siswa berkisar antara sedikit sulit sampai sangat sulit. (2) Sebaran tingkat kesulitan belajar siswa pada masing-masing indikator adalah cukup sulit (44,97%), sulit (74,57%), sedikit sulit (31,66%), cukup sulit (43,51%), sangat sulit (81,82%), dan sedikit sulit (36,36%). (3) Faktor internal penyebab kesulitan belajar meliputi pemahaman konsep prasyarat dan konsep-konsep pada materi larutan penyangga rendah, kemampuan matematika rendah, minat, dan motivasi belajar kimia rendah. Faktor eksternal penyebab kesulitan belajar meliputi metode mengajar yang diterapkan guru, pengaruh negatif teman sebaya, keadaan dan waktu pembelajaran yang kurang kondusif.Kata kunci : kesulitan belajar, larutan penyangga, faktor penyebabAbstractThis research aims to describe and explain (1) students’ learning difficulties in chemistry, (2) the distribution of students’ learning difficulties, and (3) the causative factors of students’ learning difficulties to understand the topic of buffer solution. The subjects for this research are 154 students from all class XI MIA and 1 chemistry teacher. The research method used a quantitative and qualitative method. The data were collected by using observation, test, questionnaire, and interview. The result of this research showed that (1) The students’ learning difficulties on buffer solution topic was ranged between less difficult until very difficult. (2) The distribution and level of student learning difficulties in each indicators, are difficult enough (44,97%), difficult (74,57%), less difficult (31,66%), difficult enough (43,51%), very difficult (81,82%), and difficult enough (36,36%), respectively (3) Internal factor that caused learning difficulties is less understanding toward supporting concepts and buffer solution concept, the lack of student’s ability in mathematics, less learning interest and motivation toward chemistry. The external factor that caused learning difficulties is teacher’s teaching method, negative effect from friend at the same age, and less conducive learning conditions and times.Keywords: learning disabilities, buffer solution, cause factors
Degradasi Zat Warna Rhemazol Blue secara Fotokatalitik Menggunakan Komposit TiO2-Batu Apung sebagai Fotokatalis I Nyoman Sukarta; NI Sri Putu Ayuni; I Dewa Ketut Sastrawidana; I Ketut Sudiana; Putu Septian Eka A.P
Wahana Matematika dan Sains: Jurnal Matematika, Sains, dan Pembelajarannya Vol. 13 No. 2 (2019): Oktober 2019
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (298.786 KB) | DOI: 10.23887/wms.v13i2.17143

Abstract

Telah dilakukan penelitian tentang fotodegradasi Rhemazol Blue dengan menggunakan komposit TiO2-Batu Apung. Rasio TiO2-Batu Apung yang digunakan adalah 1:1, dan jumlah yang diaplikasikan terhadap larutan zat warna adalah tetap sebanyak 0,5 gram. Eksperimen degradasi didahului dengan penentuan pH, konsentrasi rhemazol blue, dan waktu paparan yang optimum. Dari hasil analisis diperoleh parameter optimum adalah pada pH 9, konsentrasi zat warna 15 mg/L, dan waktu paparan terhadap sinar matahari minimal 150 menit. Hasil analisis regresi juga menunjukkan bahwa hubungan antara waktu paparan terhadap ln (Co/Ct) dalam fotodegradasi Rhemazol Blue. adalah linier.
Co-Authors Antari, N. P. S. Apriliani, P. N. Astawa, I. B. M. Astawan, I. G. Desak Made Citrawathi I Dewa Ketut Sastrawidana I Nyoman Sukarta I Wayan Suja I Wayan Widiana IW, Muderawan Kristiantari, M. G. R. Muderawan IW N. M. Wiratini N. P. S. Antari Ni Putu Kusuma Widiastuti NI Sri Putu Ayuni NLI, Sanjiwani P. N. Apriliani Putu Septian Eka A.P Sanjiwani NLI Tegeh, I. M. Wiratini, N. M. Wulandari, I. G. A. A. M.