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All Journal Jurnal Ilmu Pendidikan Jurnal Inovasi Pendidikan Kimia Jurnal Inovasi Teknologi Pendidikan JPS Unimus Edu Sains: Jurnal Pendidikan Sains dan Matematika Jurnal Tadris Kimiya Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Jurnal Zarah J-PEK (JURNAL PEMBELAJARAN KIMIA) Panrita Abdi - Jurnal Pengabdian pada Masyarakat SPEKTRA: Jurnal Kajian Pendidikan Sains Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Administrasi dan Manajemen Pendidikan Indonesian Journal of Chemistry Pendas : Jurnah Ilmiah Pendidikan Dasar Martabe : Jurnal Pengabdian Kepada Masyarakat Indonesian Journal of Educational Science (IJES) Jambura Journal of Educational Chemistry Jurnal Pembelajaran Sains Education and Human Development Journal JCER (Journal of Chemistry Education Research) JURNAL PENDIDIKAN MIPA Chemistry Education Practice JAMP : Jurnal Administrasi dan Manajemen Pendidikan JPP (Jurnal Pendidikan dan Pembelajaran) Edukimia Jurnal Sains dan Edukasi Sains Jurnal Abdimas Berdaya : Jurnal Pembelajaran, Pemberdayaan dan Pengabdian Masyarakat Hydrogen: Jurnal Kependidikan Kimia Journal of English Language and Education Journal of Community Practice and Social Welfare (JaCiPS) Journal of Disruptive Learning Innovation (JODLI) Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Integrasi dan Harmoni Inovatif Ilmu-ilmu Sosial Jurnal Pengabdian Masyarakat Biologi dan Sains Chimica Didactica Acta : Journal of Chemistry and Chemistry Education Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Journal of Chemistry Education and Integration EduInovasi: Journal of Basic Educational Studies Indonesian Journal of Biology Education Jurnal Pendidikan IPA Indonesia Jurnal Pendidikan MIPA
Habiddin
Universitas Negeri Malang
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DEVELOPMENT OF A FOUR-TIER INSTRUMENT OF ACID-BASE PROPERTIES OF SALT SOLUTION Habiddin, Habiddin; Ameliana, Devita Novi; Su?aidy, Muhammad
JCER (Journal of Chemistry Education Research) Vol 4, No 1 (2020): Volume 4 No. 1 June 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v4n1.p51-57

Abstract

Many chemistry teachers claimed that identifying students' understanding genuinely is challenging due to the limited time available, and the overload works faced. Therefore, constructing an efficient and valid instrument to overcome this difficulty is a must. This study is a part of the big project to produce a robust four-tier instrument to identify students' conception of acid-base properties of salt solution (FTI-ABPS2). The project involved six groups of researchers, and each group carried out the study in 6 different participant groups and schools. This paper outlines the development and validation of a four-tier instrument of Acid-Base properties of salt Solution involving public secondary school students in Malang Regency. The instrument was constructed using the procedure as carried out by Habiddin & Page (2019). Twenty-eight questions were constructed for the instrument. The results show that the instrument is valid and reliable to be implemented further. In-depth analysis regarding content validity, as well as the empirical validity of the instrument in light with the characteristic of chemical concepts (acid-base properties of salt solution in particular), is also discussed.
IDENTIFIKASI MISKONSEPSI SISWA KELAS XI SMA NEGERI 4 MALANG PADA MATERI HIDROKARBON MENGGUNAKAN INSTRUMEN DIAGNOSTIK THREE TIER Qodriyah, Nur Romadhona Lailatul; Rokhim, Deni Ainur; Widarti, Hayuni Retno; Habiddin, Habiddin
Jurnal Inovasi Pendidikan Kimia Vol 14, No 2 (2020): July (2020)
Publisher : Universitas Negeri Semarang

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

Abstract

Chemistry is one of the sciences that is considered difficult for some students. The difficulties in chemistry because many concepts in chemistry are complex and abstract. Hydrocarbons are one of the chemistry topics with abstract concepts and are difficult and often cause misconceptions on students. If students experience misconceptions on one of the basic concepts, then the possibility of the emergence of misconceptions will be even greater on more complex concepts. Therefore, the researcher conducted a study to identifying misconceptions of grade XI students on the Hydrocarbon topic using a three-tier diagnostic test instrument. This study was quantitative descriptive research. The research implemented on 17 – 29 January 2020 the subjects were students of XI grade of MIPA 2 and MIPA 3 of SMAN 4 Malang. The research instrument used was in the form of a three-tier multiple-choice test and has been tested and proven to be valid and reliable. Misconceptions were identified on 7 concepts from the hydrocarbon topic, including: the concept of Hydrocarbon Compounds (22,1%), Carbon Atoms (23,6%), Carbon Atomic Types (22,9%), Structure and Nomenclature of Hydrocarbons Compound (24,8%), Physical and Chemical Properties of Hydrocarbon Compounds (38,7%), Isomers (45,1%), and Hydrocarbon Compound Reactions (31,4%). Ilmu kimia merupakan salah satu ilmu yang dianggap sulit bagi sebagian siswa pada umumnya. Sulitnya ilmu kimia dikarenakan konsep dalam ilmu kimia banyak yang bersifat kompleks dan abstrak. Hidrokarbon merupakan salah satu materi kimia dengan konsep yang abstrak dan dirasa sulit, serta sering kali menimbulkan miskonsepsi. Apabila dalam belajar siswa mengalami miskonsepsi pada salah satu konsep dasar, maka kemungkinan munculnya miskonsepsi akan semakin besar pada konsep yang lebih kompleks. Oleh sebab itu peneliti melakukan penelitian yang bertujuan untuk mengidentifikasi miskonsepsi siswa kelas XI pada materi Hidrokarbon menggunakan instrumen tes diagnostik three-tier. Metode penelitian yang digunakan adalah deskriptif kuantitatif. Penelitian dilaksanakan pada tanggal 17 - 29 Januari 2020, subyek penelitian yaitu siswa kelas XI MIPA 2 dan MIPA 3 SMAN 4 Malang. Instrumen penelitian yang digunakan berupa soal tes pilihan ganda three-tier dan telah diuji coba serta terbukti valid dan reliabel. Jawaban siswa kemudian dianalisis dan dikategorikan berdasarkan tingkatan pemahaman. Hasil menunjukkan bahwa terjadi miskonsepsi sebesar 29,8% (kategori rendah). Miskonsepsi teridentifikasi pada 7 konsep materi hidrokarbon, diantaranya: konsep Senyawa Hidrokarbon (22,1%), Kekhasan Atom Karbon (23,6%), Jenis Atom Karbon (22,9%), Struktur dan Tata Nama Senyawa Hidrokarbon (24,8%), Sifat Fisik dan Kimia Senyawa Hidrokarbon (38,7%), Isomer (45,1%), dan Reaksi Senyawa Hidrokarbon (31,4%).
Development of a Four-Tier Instrument of Acid-Base properties of salt Solution Habiddin, Habiddin; Ameliana, Devita Novi; Su’aidy, Muhammad
JCER (Journal of Chemistry Education Research) Vol 4, No 1 (2020): Volume 4 No. 1 June 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v4n1.p51-57

Abstract

Many chemistry teachers claimed that identifying students' understanding genuinely is challenging due to the limited time available, and the overload works faced. Therefore, constructing an efficient and valid instrument to overcome this difficulty is a must. This study is a part of the big project to produce a robust four-tier instrument to identify students' conception of acid-base properties of salt solution (FTI-ABPS2). The project involved six groups of researchers, and each group carried out the study in 6 different participant groups and schools. This paper outlines the development and validation of a four-tier instrument of Acid-Base properties of salt Solution involving public secondary school students in Malang Regency. The instrument was constructed using the procedure as carried out by Habiddin & Page (2019). Twenty-eight questions were constructed for the instrument. The results show that the instrument is valid and reliable to be implemented further. In-depth analysis regarding content validity, as well as the empirical validity of the instrument in light with the characteristic of chemical concepts (acid-base properties of salt solution in particular), is also discussed.
Identifikasi Miskonsepsi Siswa Pada Materi Laju Reaksi Serta Perbaikannya Menggunakan Model Pembelajaran Learning Cycle 5E dengan Strategi Konflik Kognitif Lestari, Linda Ayu; Subandi, Subandi; Habiddin, Habiddin
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 6, No 4: APRIL 2021
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v6i4.14560

Abstract

Abstract: This study aims are to find out the types of students’ misconceptions on the topic of reaction rate, to know the effectiveness of a remedy in Learning Cycle 5E (LC 5E) models with cognitive conflict strategies and to know the retention of students' understanding, 3 weeks after the remedy. The research subjects were 31 students of XI IPA in a high school situated in Batu. The research instruments in the form of three-tier multiple choices diagnostic test consisting of 21 questions with a content validity of 98.04% and a reliability of 0.866 and a set of a remedy learning. The results showed that 14 types of misconceptions were found on an average of 23.75% research subjects.  The remedy learning in LC 5E with cognitive conflict strategies was able to reduce the students’ misconceptions to an average of 9.68% only, and 3 weeks after the remedy, the retention of students’ understanding was still 91.44% with excellent criteria.Abstrak: Tujuan penelitian ini yaitu untuk mengetahui jenis-jenis miskonsepsi yang dialami siswa pada topik laju reaksi, mengetahui efektifitas pembelajaran remidi model Learning Cycle 5E (LC 5E) dengan strategi konflik kognitif dalam memperbaiki miskonsepsi dan mengetahui retensi pemahaman siswa 3 minggu setelah remidi. Subjek penelitian ini adalah 31 siswa kelas XI IPA Kota Batu. Alat penelitian ini mengadopsi bentuk tes diagnostik tiga tingkat pilihan ganda berjumlah 21 soal dengan validitas isi 98,04%, reliabilitas 0,866,serta seperangkat pembelajaran remidi. Hasil penelitian menunjukkan bahwa telah ditemukan 14 jenis miskonsepsi yang rerata dialami oleh 23,75 % subjek penelitian, pembelajaran remidi LC 5E dengan strategi konflik kognitif mampu mengurangi miskonsepsi siswa  menjadi rerata 9,68% saja, dan 3 minggu setelah remidi, retensi pemahaman siswa masih sebesar 91,44 % dengan kriteria sangat baik.
Identifikasi Miskonsepsi Siswa pada Materi Laju Reaksi dan Perbaikannya Menggunakan Model Pembelajaran Learning Cycle 5E dengan Strategi Konflik Kognitif Linda Ayu Lestari; Subandi Subandi; Habiddin Habiddin
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 6, No 6: JUNI 2021
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v6i6.14876

Abstract

Abstract: This study aims are to find out the types of students’ misconceptions on the topic of reaction rate, to know the effectiveness of a remedy in Learning Cycle 5E (LC 5E) models with cognitive conflict strategies and to know the retention of students' understanding, 3 weeks after the remedy. The research subjects were 31 students of XI IPA in a high school situated in Batu. The research instruments in the form of three-tier multiple choices diagnostic test consisting of 21 questions with a content validity of 98.04% and a reliability of 0.866 and a set of a remedy learning. The results showed that 14 types of misconceptions were found on an average of 23.75% research subjects.  The remedy learning in LC 5E with cognitive conflict strategies was able to reduce the students’ misconceptions to an average of 9.68% only, and 3 weeks after the remedy, the retention of students’ understanding was still 91.44% with excellent criteria.Abstrak: Tujuan penelitian ini yaitu untuk mengetahui jenis-jenis miskonsepsi yang dialami siswa pada topik laju reaksi, mengetahui efektifitas pembelajaran remidi model Learning Cycle 5E (LC 5E) dengan strategi konflik kognitif dalam memperbaiki miskonsepsi dan mengetahui retensi pemahaman siswa tiga minggu setelah remidi. Subjek penelitian ini adalah 31 siswa kelas XI IPA Kota Batu. Alat penelitian ini mengadopsi bentuk tes diagnostik tiga tingkat pilihan ganda berjumlah 21 soal dengan validitas isi 98,04%, reliabilitas 0,866, serta seperangkat pembelajaran remidi. Hasil penelitian menunjukkan bahwa telah ditemukan 14 jenis miskonsepsi yang rerata dialami oleh 23,75 % subjek penelitian, pembelajaran remidi LC 5E dengan strategi konflik kognitif mampu mengurangi miskonsepsi siswa  menjadi rerata 9,68% saja, dan 3 minggu setelah remidi, retensi pemahaman siswa masih sebesar 91,44 % dengan kriteria sangat baik.
Multimedia vs concrete model: Review of studies employing the tools in chemistry teaching Rooserina Kusumaningdyah; Habiddin Habiddin; Yudhi Utomo
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 2 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i22021p072

Abstract

This paper describes previous studies regarding the use of multimedia or virtual model and concrete model to improve students’ understanding of chemistry. Thirty-three relevant papers in various topics, including stereochemistry, symmetry, chemical bonding,  law conservation of matter, and others, were found and discussed. In particular, relevant studies in stereochemistry teaching is also discussed. REFERENCESAnggriawan, B. (2017). Pengaruh Pembelajaran Penemuan Terbimbing Berbantuan Multimedia terhadap Pemahaman Materi Simetri Mahasiswa dengan Kemampuan Spasial yang Berbeda. Universitas Negeri Malang.Beauchamp, P. S. (1984). “Absolutely” Simple Stereochemistry. Journal of Chemical Education, 61(8), 666. https://doi.org/10.1021/ed061p666Boukhechem, M.-S., Dumon, A., & Zouikri, M. (2011). The Acquisition of Stereochemical Knowledge by Algerian Students Intending to Teach Physical Sciences. Chemical Education Research and  Practise, 12(3), 331–343. https://doi.org/10.1039/C1RP90040DChen, D., Chen, X., & Gao, W. (2013). The Application and Perspective of Multimedia Technology in Chemistry Experimental Instruction in China. Creative Education, 04(04), 241–247. https://doi.org/10.4236/ce.2013.44035Chen, D.-W., & Catrambone, R. (2014). Effects of Multimedia Interactivity on Spatial Task Learning Outcomes. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 58(1), 1356–1360. https://doi.org/10.1177/1541931214581283da Silva Júnior, J. N., Sousa Lima, M. A., Xerez Moreira, J. V., Oliveira Alexandre, F. S., de Almeida, D. M., de Oliveira, M. da C. F., & Melo Leite Junior, A. J. (2017). Stereogame: An Interactive Computer Game That Engages Students in Reviewing Stereochemistry Concepts. Journal of Chemical Education, 94(2), 248–250. https://doi.org/10.1021/acs.jchemed.6b00475Dayame, A. M. (2019). The Effects of Manipulative and Visual Models in Conceptualizing Fractions. International Journal of Advanced Research and Publications, 3(8), 80–85.Dori, Y. J., & Barak, M. (2001). Virtual and Physical Molecular Modeling: Fostering Model Perception and Spatial Understanding. Educational Technology & Society, 4(1), 61–74.Hakim, M. F., Maksum, A. H., Saragih, Y., & Hasanah, C. S. (2020). Analysis on the implementation of virtual versus reality laboratory. J-PEK (Jurnal Pembelajaran Kimia), 5(2), 59–65. https://doi.org/10.17977/UM026V5I22020P059Harrold, M. W. (1995). Computer-Based Exercises to Supplement the Teaching of Stereochemical Aspects of Drug Action1,2. American Journal of Pharmaceutical Education, 59, 20–26.Kirk, J. (2015). Using Manipulatives in The Chemisty Classroom as a Tool to Increase The Understanding and Knowledge of The Law of Conversation of Matter. St. John Fisher College: Fisher Digital Publications:Knowles, T. H. (2017). Using Eye-Tracking and Molecular Modelling to Explore Students’ Strategies for Solving Organic Stereochemical Problems. University of Northern Colorado.Koutalas, V. G., Antonoglou, L. D., Charistos, N. D., & Sigalas, M. P. (2014). Investigation of Students’ Ability to Transform and Translate 2D Molecular Diagrammatic Representations and its Relationship to Spatial Ability and Prior Chemistry Knowledge. Procedia - Social and Behavioral Sciences, 152, 698–703. https://doi.org/10.1016/j.sbspro.2014.09.265Lou, S.-J., & Lin, H.-C. (2012). Improving the Effectiveness of Organic Chemistry Experiments through Multimedia Teaching Materials for Junior High School Students. The Turkish Online Journal of Educational Technology, 11(2), 135–141.Muchson, M., Munzil, M., Winarni, B. E., & Agusningtyas, D. (2019). Pengembangan virtual lab berbasis android pada materi asam basa untuk siswa SMA. J-PEK (Jurnal Pembelajaran Kimia), 4(1), 51–65. https://doi.org/10.17977/UM026V4I12019P051O’Brien, M. (2016). Creating 3-Dimensional Molecular Models to Help Students Visualize Stereoselective Reaction Pathways. Journal of Chemical Education, 93(9), 1663–1666. https://doi.org/10.1021/acs.jchemed.6b00250Olimpo, J. T., Kumi, B. C., Wroblewski, R., & Dixon, B. L. (2015). Examining The Relationship Between 2D Diagrammatic Conventions and Students’ Success on Representational Translation Tasks in Organic Chemistry. Chemistry Education Research and Practice, 16(1), 143–153. https://doi.org/10.1039/C4RP00169AOlkun, S. (2003). Comparing Computer versus Concrete Manipulatives in Learning 2D Geometry. Journal of Computers in Mathematics and Science Teaching, 22(1), 43–56. https://doi.org/10.1501/0000984Sentongo, J., Kyakulaga, R., & Kibirige, I. (2013). The Effect of Using Computer Simulations in Teaching Chemical Bonding: Experiences with Ugandan Learners. International Journal of Education Science, 5(4), 433–441.Sevi̇Nç, B. (2010). The Effect Of Computer Based Instruction Enhanced With Concept Maps On Students’ Understanding Of Stereochemistry. International Conference on New Trends in Education and Their Implications, 301–306.Stieff, M., Bateman, R. C., & Uttal, D. H. (2005). Teaching and Learning with Three-dimensional Representations. In J. K. Gilbert (Ed.), Visualization in Science Education (pp. 93–120). Springer Netherlands. https://doi.org/10.1007/1-4020-3613-2_7Stieff, M., Scopelitis, S., Lira, M. E., & Desutter, D. (2016). Improving Representational Competence with Concrete Models. Science Education, 100(2), 344–363. https://doi.org/10.1002/sce.21203Stull, A. T., Barrett, T., & Hegarty, M. (2013). Usability of Concrete and Virtual Models in Chemistry Instruction. Computers in Human Behavior, 29(6), 2546–2556. https://doi.org/10.1016/j.chb.2013.06.012Stull, A. T., Hegarty, M., Dixon, B., & Stieff, M. (2012). Representational Translation With Concrete Models in Organic Chemistry. Cognition and Instruction, 30(4), 404–434. https://doi.org/10.1080/07370008.2012.719956Thayban, T., Habiddin, H., & Utomo, Y. (2020). Concrete Model VS Virtual Model: Roles and Implications in Chemistry Learning. J-PEK (Jurnal Pembelajaran Kimia), 5(2), 90–107. https://doi.org/10.17977/UM026V5I22020P090Thayban, T., Habiddin, H., Utomo, Y., & Muarifin, M. (2021). Understanding of Symmetry: Measuring the Contribution of Virtual and Concrete Models for Students with Different Spatial Abilities. Acta Chimica Slovenica, 68(3). https://doi.org/10.17344/acsi.2021.6836
PENGARUH PENDEKATAN INKUIRI TERBIMBING TERHADAP HASIL BELAJAR DAN SIKAP ILMIAH SISWA KELAS XI IPA SMA NEGERI 1 LAWANG PADA MATERI LARUTAN PENYANGGA DAN HIDROLISIS GARAM Arifah Zurotunisa; Habiddin Habiddin; Ida Bagus Suryadharma
J-PEK (Jurnal Pembelajaran Kimia) Vol 1, No 2 (2016): Jurnal Pembelajaran Kimia (J-PEK) Vol. 1 No. 2 2016
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (329.304 KB)

Abstract

Abstrak Tujuan penelitian ini adalah untuk mengetahui perbedaan hasil belajar antara siswa yang dibelajarkan dengan pendekatan inkuiri terbimbing dan siswa yang dibelajarkan dengan Pendekatan konvensional (verifikasi) pada materi larutan penyangga dan hidrolisis garam. Selain itu juga ingin diketahui sikap ilmiah siswa kelas XI IPA SMAN 1 Lawang yang dibelajarkan dengan pendekatan inkuiri terbimbing dan siswa yang dibelajarkan secara konvensional pada materi pokok larutan penyangga dan hidrolisis garam. Rancangan penelitian yang digunakan adalah eksperimental semu. Kegiatan analisis data meliputi uji-t dengan signifikansi 0,05 untuk hasi belajar kognitif. Data sikap ilmiah diperoleh melalui angket yang dianalisis secara deskriptif. Hasil penelitian menunjukkan terdapat perbedaan hasil belajar kognitif  siswa yang dibelajarkan menggunakan pendekatan pembelajaran inkuiri terbimbing dengan siswa yang dibelajarkan menggunakan pendekatan konvensional (verifikasi) pada materi larutan penyangga dan hidrolisis garam. Sikap ilmiah siswa yang dibelajarkan menggunakan metode pembelajaran inkuiri terbimbing lebih tinggi daripada siswa yang dibelajarkan menggunakan konvensional (verifikasi). Kata Kunci : Inkuiri terbimbing, Hasil belajar, Sikap Ilmiah, Larutan Penyangga, Hidrolisis garam Abstract This research was conducted to determine the difference  of learning achievements between students who learned with guided inquiry method and students who learned with the conventional method (verification) in the buffer and salt hydrolysis topic. Another objective is to determine the difference scientific attitude of student at both clases. Data were collected at XI class of science program SMA Negeri 1 Lawang. A quasi-experimental design post-test-only and descriptive design were used for this research. Data analysis was started by by for scientific attitude t-test with a significance of 0.05. Questionnaire data was analysis by quantitative descriptive analysis. The reseaarch showed that (1) there are differences in cognitive learning achievements of students that learned using guided inquiry methods and students that learned using conventional (verification) method in the buffer and salt hydrolysis topic. (2) the scientific attitude of students that learned using guided inquiry learning method is higher than the students that learned using conventional (verification). Keywords: Guided Inquiry, learning achievement, Scientific Attitude, Buffer Solution, salt hydrolysis
HOTS & Problem-Based Learning (PBL) with blended learning Laili Mei Sulistiyani; Habiddin Habiddin; Yahmin Yahmin
J-PEK (Jurnal Pembelajaran Kimia) Vol 7, No 1 (2022): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v7i12022p001

Abstract

In the world of education, attainment of competence does not only involve increasing knowledge but must be equipped with creative abilities, high-level thinking, strong character, and supported by the ability to utilize information and communication. One way to achieve these competencies is by using blended learning-based problem-based learning methods. This study seeks to review articles on improving students' higher-order thinking skills using blended learning based on problem-based learning methods to investigate the combination of these two methods in increasing students' HOTS.
Concrete Model VS Virtual Model: Roles and Implications in Chemistry Learning Thayban Thayban; Habiddin Habiddin; Yudhi Utomo
J-PEK (Jurnal Pembelajaran Kimia) Vol 5, No 2 (2020): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v5i22020p090

Abstract

Mastering the topic of symmetry requires a good representational competence to smoothly understand, visualize, and manipulate the movement of three-dimensional objects. This literature study aimed to describe how concrete and virtual media can be utilized in improving students’ understanding of the topic. The study implies that the thinking process, cognitive tasks, interactions, mental models, and the completeness features displayed by the two models in identifying all symmetrical operations are the distinguishing factors of the effectiveness of the two formats in affecting students’ understanding. The study also implies that the virtual format will contribute to students’ understanding better than the concrete format does. However, the empirical study must be explored further to ensure the difference between the two formats.
Interactive Instructional: Theoretical Perspective and Its Potential Support in Stimulating Students’ Higher Order Thinking Skills (HOTS) Rafika Fauzia Ulfa; Habiddin Habiddin; Yudhi Utomo
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 1 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i12021p001

Abstract

In this disruptive era, the success of teaching approaches that encourage students’ creativity and innovation is presented in students’ attained high-order thinking skills (HOTS). Consequently, the attainment of HOTS aids someone to avert negative things since they are capable of analyzing and evaluating their obtained information. Besides, HOTS also facilitates the process of students attaining knowledge, generating questions, properly interpreting information, and drawing a conclusion for an issue, with solid reasons, an open mind, and an effective means to communicate it. This article presents a theoretical study on the interactive instructional learning model and identifies its potential in accelerating students’ HOTS. It aims to introduce the interactive instructional model in chemistry learning. Further, this model can be adopted in a study with a more intensive evaluation of its empirical contribution to chemistry learning. The learning syntax for this model has been formulated for the Basic Chemistry Class 1.ReferencesBrookhart, S. M. (2010). How To Assess Higher Order thinking Skills in your classroom. Alexandria.Fearon, D. D., Copeland, D., & Saxon, T. F. (2013). The Relationship Between Parenting Styles and Creativity in a Sample of Jamaican Children. Creativity Research Journal, 25(1), 119–128. https://doi.org/10.1080/10400419.2013.752287Ghani, I. . B. ., Ibrahim, N. ., Yahaya, N. ., & Surif, J. (2017). Enhancing students’ HOTS in laboratory educational activity by using concept map as an alternative assessment tool. Chemistry Education Research and Practice, 18(4), 849–874. https://doi.org/10.1039/C7RP00120GHabiddin, H., & Page, E. M. (2020). Probing Students’ Higher Order Thinking Skills Using Pictorial Style Questions. Macedonian Journal of Chemistry and Chemical Engineering, 39(2), 251–263. https://doi.org/10.20450/mjcce.2020.2133Habiddin, H., & Page, E. M. (2021). Examining Students’ Ability to Solve Algorithmic and Pictorial Style Questions in Chemical Kinetics. International Journal of Science and Mathematics Education, 19(1), 65–85. https://doi.org/10.1007/s10763-019-10037-wHabiddin, H., & Page, E. M. (2018). Measuring Indonesian chemistry students’ Higher Order Thinking Skills (HOTS) in solving chemical kinetics questions. In Y. Rahmawati & P. C. Taylor (Eds.), Empowering Science and Mathematics for Global Competitiveness; Proceedings of the Science and Mathematics International Conference (SMIC 2018) (pp. 215–222). CRC Press Taylor & Francis.Heong, Y. M., Sern, L., Kiong, T. T., & Mohamad, M. (2016). The Role of Higher Order Thinking Skills in Green Skill Development.Herunata, H., Widarti, H. R., Amalia, R., Sulistina, O., Habiddin, H., & Rosli, M. S. bin. (2020). An analysis of higher order thinking skill (HOTs) in chemistry national examination for senior high school. 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Co-Authors Abidin, Rif’atuz Zakiyyah Aceng Haetami Adinda Marcelliantika Afis Baghiz Safruddin Afis Baghiz Syafruddin Afrahamiryano Afrahamiryano Agustina, Nur Indah Ahmad Naqib bin Shuid Airiza Dian Alby Aruna Amalia, Berlyana Amalia, Elok Amat Mukhadis Ameliana, Devita Novi Amrilizia, Nassa Ananta Ardyansyah Andika Bagus Nur Rahma Putra, Andika Bagus Nur Rahma Anggraeni, Pratika Desy Annisa, Nidya Arifah Zurotunisa Aruna, Alby Asnan Wahyudi Asnan Wahyudi Bambang Wahyudi Bambang Wahyudi Bambang Wahyudi Bernada Uni Tatya Akmal Burhanuddin Ronggopuro Citra Ayu Dewi Conseta, Maria Goretti Indah Della Dede Yayah Rokayah Deni Ainur Rokhim Devita Novi Ameliana Dian Nugraheni Diana Tien Irafahmi Dinny Ariana Eka Putri Surya Elizabeth Mary Page Erti Hamimi Eva Kurnia Fanny Iga Widiastuti Fardhani, Indra Faridah Amala Fielardh, Khalifatulloh Firda Amalia Frida Kristining Tyas Hafif Ahmad Abdul Aziz Hasanah, Samudra Mutiara Hayuni Retno Widarti Herunata Herunata Hosnia, Hosnia I Wayan Dasna Ida Bagus Suryadharma Ifannani, Feren Aisya Ike Ratnawati Indahsari, Nita Dwi Irene Lusita Nagol Isnaini, Siti Isnanik Juni Fitriyah Isnatul Husniah Jacky Anggara Nenohai Jasicca Dea Putri Perwiranti Jeharut, Rolisonia Rona Kecima Juwita Karina Pratiwi Kafita Krisnatul Islamiyah Karepesina, Nur Gaib Kinanthi, Bilqis Rahma Krisma Dewi Firdaus Indasari Laili Mei Sulistiyani Laili, Dewi Nur Lestari, Linda Ayu Lilla Farizka Linda Ayu Lestari Made Duananda Kartika Degeng Maharani, Richa Nan Marcelliantika, Adinda Maya Sari Maysara Maysara Miftahul Jannah Mitra Istiar Wardhana, Mitra Istiar Mohammad Musthofa Al Ansyorie Moreira, Ilidio X. Mudzuna Quraisyah Basimin Muhammad Aris Ichwanto Muhammad Fajar Marsuki Muhammad Muchson Muhammad Roy Asrori Muhammad Suaidy Muhammad Sua’idy Muntholib Munzil Munzil , Munzil Muslim Muslim Muthmainnah Muthmainnah Nassa Amrilizia Novida Pratiwi Nugraheni*, Dian Nur Hamid Nur Indah Agustina Nurul Ulfatin Nuryono Nuryono Oktavia Sulistina Parlan . Peni, Ristiwi Pratiwi, Juwita Karina Purba, Leony Sanga Lamsari Purbo Suwasono Putra, Arif Putra, Moch Chesa Nur Hidayat Arif Putri Surya, Eka Qodriyah, Nur Romadhona Lailatul Rafika Fauzia Ulfa Rahmawati, Benita Ramdhani, Mifta Richa Nan Maharani Ridwan Joharmawan Ristiwi Peni Ristiwi Peni Rooserina Kusumaningdyah Rucira Pavita rudiyanto Rudiyanto Rudiyanto, Rudiyanto Saefuddin Saefuddin Said Hasan Santosa Santosa Secharlati, Chika Kirana N Septyana, Risa Setiawan, Nur Candra Eka Shinta Permata Sari Shorihatul Inayah Sri Rahayu Sri Rahayu SRI RAHAYU Su?aidy, Muhammad Su’aidy, Muhammad Subandi Subandi Subandi Subandi Sumari Sumari Surjani Wonorahardjo Suryantoro, Ira Junita Syafruddin, Afis Baghiz Syaiful Arif Syamyafiya Afiyanti Tangi, Hironimus Tee, Tze Kiong Thayban, Thayban Tinenti, Yanti Rosinda Tuwoso Vita Ayu Kusuma Dewi Wahyudi, Asnan Wicaksono, Azizul Yahmin Yahmin Yaqiin, Ainul Yayuk Mulyati Yolla Wulansari, Anna Yudhi Utomo Zahirah, Dhea Fairuza Zelen Surya Minata